‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups

By N. Webb, M. Franke, Tondra De, Angela G. Chan, Deanna Freund, Pat Shein, Doris K. Melkonian. 2009

191 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/653574da1d8fa17ba0625a3d57d59586cbe9952e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations (2013, background): “Recent studies have highlighted these findings by (1) exploring the roles teachers play in encouraging effective group collaboration (Creemers & Kyriakides, 2008; Scheerens & Bosker, 1997; Webb et al., 2009) and promoting the development of children’s language skills for reasoning (Mercer & Sams, 20”
Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2018, background): “…scaffolding (e.g., Pino-Pasternak et al., 2010; Van de Pol et al., 2015), and these previous studies suggest that it is mainly the contingency of teacher support that determines the effectiveness of the support in fostering students’ learning (Chiu, 2004; Meloth & Deering, 1999; Webb et al., 2009).”
Promoting academically productive student dialogue during collaborative learning (2017, background): “In summary, studies by Mercer (2000, 2008), Rojas-Drummond and Mercer (2003), Resnick et al. (2010), Michaels et al., 2008, Kuhn (2009, 2016), Webb (2009), Webb and Mastergeorge (2003), Webb et al. (2008), Webb et al. (2014) highlight the importance of discourse-intensive interaction where teachers…”
Impact of the Interactive Learning Environments in Children’s Prosocial Behavior (2018, background): “Research conducted by Webb and colleagues [48] about the role of facilitators in promoting effective group collaboration showed that the quality of the interaction in the groups depends on each teacher’s instructional practices [48].”
Teachers' reflections on cooperative learning: Issues of implementation (2010, background): “Moreover, students in structured groups are more task focused, provide more detailed explanations to each other to assist each other's understanding, use language that is more cognitively challenging, and attain higher learning outcomes (Gillies, 2003a, 2004; Webb et al., 2009).”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “Although Webb et al. (2009) spotlighted reasoned utterances and hence the third theme, they also differentiated high- from low-level reasons depending on mathematical appropriateness.”
Translating the ICAP Theory of Cognitive Engagement Into Practice (2018, background): “Our definition ignores dimensions such as how detailed the outputs are or how correct and complete they are that others have considered (e.g., Webb et al., 2014; considered details; Webb et al. (2009), considered correctness in students’ explanations).”
From Moves to Sequences: Expanding the Unit of Analysis in the Study of Classroom Discourse. (2015, background): “…between classroom interaction and social class (Harris & Williams, 2012), about shifts in classroom discourse following an extended collaborative action research project (Wells & Arauz, 2006), and about which instructional practices are associated with student explanations (Webb et al., 2009).”