Productive Helping in Cooperative Groups
By N. Webb, Sydney H. Farivar, Ann M. Mastergeorge. 2001
156 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/699b831a404763ac75d795013976cacd2dd48c3d
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
- Gerald Kulm
- B. V. van Hout-Wolters
- P. Murphy
- Xiaobao Li
- Yeping Li
- Nadira Saab
- Robyn M. Gillies
- E. Hargreaves
In Education
- Meixia Ding
- Xiaobao Li
- Gerald Kulm
- B. V. van Hout-Wolters
- P. Murphy
- Yeping Li
- Nadira Saab
- Robyn M. Gillies
Citations in the corpus
- Chinese teachers' perceptions of students' classroom misbehaviour (2008, background): “Why are these students off‐task? Are their low levels of attention caused by low motivation, low interest, or an unattended need for help (Chiu, 2004 ; Webb, 1989 ; Webb, Farivar, & Mastergeorge, 2002 )? Does traditional Chinese classroom instruction need to be reformed, perhaps by using peer res”
- Support of the collaborative inquiry learning process: influence of support on task and team regulation (2012, background): “However, the exchange of facts and ideas is not enough to lead to effective learning (Baker and Lund 1997; Webb et al. 2002).”
- The validity of collaborative assessment for learning (2007, background): “activity on the part of the learner her/himself (Zimmerman, 1989; Perrenoud, 1998) or ‘productive helping’ (Webb et al., 2002) among members of a group.”
- What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension. (2008, background): “According to Webb, Farivar, and Mastergeorge (2002), elaborated explanations foster ‘‘cognitive restructuring and cognitive rehearsal on the part of the student doing the explaining’’ (p. 13).”
- The Effects of Cooperative Learning on Junior High School Students' Behaviours, Discourse and Learning During a Science-Based Learning Activity (2008, background): “In short, although students can receive both solicited and unsolicited explanatory help from their peers, this help must be of sufficient elaboration for them to benefit from it (Webb, 2002).”