Small-Group Reflections: Parallels Between Teacher Discourse and Student Behavior in Peer-Directed Groups

By N. Webb, Kariane Mari Nemer, Marsha Ing. 2006

243 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5d0c3eb3893dff64b7dee0b83d9c580f2bac78ac

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, background): “Webb, Nemer, and Ing ( 2006 ) found that low‐press teacher practices were a possible reason for the infrequent student explaining that occurred during cooperative group work.”
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007, background): “In collaborative learning, Webb, Nemer, and Ing (2006) have shown that peers emulated their teachers’ instructional style.”
Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, background): “In respect both of this strategic view, and of the conduct of a rational learning discourse, the way the teacher interacts with the learners will serve as a model for the way they should work in groups (Webb et al., 2006).”
The relationship between patterns of classroom discourse and mathematics learning (2008, background): “23 questions; neither did students in their small groups (Webb et al., 2006).”
The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, background): “Webb, Nemer, and Ing (2006) reported that differences between teachers in the extent to which they asked students to elaborate their problem-solving strategies corresponded strongly to the extent to which students did so during group discussions.”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “Teachers have often been found to not initially diagnose a student’s understanding before providing support (Elbers et al., 2008; Lockhorst et al., 2010; Nathan & Petrosino, 2003; Van de Pol et al., 2011; Webb et al., 2006; Wittwer et al., 2010).”
Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “Researchers have found that getting teachers to change such established practices is dif ﬁ cult (Osborne et al. 2013; Webb et al. 2009, 2006).”