Promoting effective helping behavior in peer-directed groups

By N. Webb, Ann M. Mastergeorge. 2003

245 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8380a17226011cd58cf088107504908bb3b6f05c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Promoting academically productive student dialogue during collaborative learning (2017, background): “…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 play…”
Improving the effectiveness of peer feedback for learning (2009, background): “The ‘‘a posteriori reply form’’ stimulates students to reflect on the peer feedback they received and demonstrate how they used the peer feedback in their revisions, closing the feedback loop (Boud, 2000; Webb & Mastergeorge, 2003).”
Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, result): “This is consistent with Slavin’s (1983) findings that students in classrooms that use incentives for collaborative group work (in this case, the teacher’s consistent reinforcement of her expectations) are more likely to take responsibility for one another’s understanding (Webb, 2003).”
Collaborative Learning in Engineering Students: Gender and Achievement (2011, background): “…phenomenon, it has been further researched as a learner-to-learner activity (Mercer, 1996), where a more competent peer might scaffold the learning of a classmate (Webb, 1989; Webb & Mastergeorge, 2003) or peers at similar levels of knowledge might interact (Jeong & Chi, 2007; Smith et al., 2009).”
The effects of pupil grouping : literature review (2005, methodology): “…of the task is the key determinant of successful collaboration (Galton & Williamson, 1992), there has been a growing realisation that effective group working will require pupil ‘training’ for interpersonal interaction (Joyce & Showers, 1983; Webb & Mastergeorge, 2003; Gillies, 2003; and others).”
Cooperative Learning: Review of Research and Practice. (2016, background): “…to engage with others not only benefits recipients but also helpers as giving help encourages helpers to reorganise and restructure the information in their own minds so they, in turn, develop clearer and more elaborate cognitive understandings than they held previously (Webb & Mastergeorge, 2003).”
Improving the effectiveness of collaborative group work in primary schools: effects on science attainment (2007, background): “, 2000 ) has extended understanding of specific aspects of working in groups, for example, help seeking and information giving (Webb & Mastergeorge, 2003 ), processes involved in decision making (Pine & Messer, 1998 ; Howe et al.”
Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, background): “…Littleton, Faulkner, & Miell, 2000) has extended understanding of specific aspects of working in groups, for example, help seeking and giving (Webb & Mastergeorge, 2003), decision-making processes (Howe, Duchak-Tanner, & Tolmie, 2000), and the role of exploratory talk (Mercer et al., 1999) .”
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “…skills, such as establishing a safe learning environment (Parr & Townsend, 2002; Topping, 2005), managing peer interactions (Roscoe & Chi, 2008; Webb & Mastergeorge, 2003), asking differentiated and thought-provoking questions (King, 1997), giving constructive feedback (Falchikov, 2001; Nath &…”
Promoting reasoned argumentation, problem‐solving and learning during small‐group work (2009, background): “…of studies that investigated the nature of help-giving and helpreceiving behaviour, Webb (1992) and Webb and colleagues (Webb & Farivar, 1999; Webb & Mastergeorge, 2003; Webb, Nemer, Kersting, Ing, & Forrest, 2004) argued that help is only effective if it is detailed, provided in response to…”
Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010, methodology): “Studies by Webb and Farivar (1999), Webb et al. (1995), and Webb and Mastergeorge (2003), for example, showed that elaborate explanations were only effective when the receiver was able to apply the explanation in a related task.”
Effects of a Cooperative Learning Program on the Elaborations of Students During Help Seeking and Help Giving (2005, methodology): “In light of its demonstrated efficacy, CL is now regarded in countries such as the United States, Australia, and Israel as an essential part of primary school instruction to foster active student participation and learning (Gillies, 2003b; Shachar, 2003; Webb & Mastergeorge, 2003).”
The Effect of Drama-Based Pedagogy on PreK–16 Outcomes (2015, background): “…that student learning through social constructivist approaches leads to greater social and academic gains (W. S. Barnett et al., 2008; Terwel, Oers, Dijk, & Eeden, 2009) and deeper connections (Webb & Mastergeorge, 2003), and students make more unique contributions in class (Yager & Akcay, 2008).”
Worked example effects in individual and group work settings (2010, background): “The process of giving explanations may encourage explainers to recognise, clarify, reorganise and resolve the material and develop new perspectives (Webb, 1991 ; Webb & Mastergeorge, 2003 ).”
Group work and whole‐class teaching with 11‐ to 14‐year‐olds compared (2009, background): “In the US, Webb and colleagues (Webb, Baxter, & Thompson, 1997; Webb & Farivar, 1994; Webb & Mastergeorge, 2003) have studied the communication processes necessary to ensure effective group work.”