Adapting Teacher Interventions to Student Needs During Cooperative Learning: How to Improve Student Problem Solving and Time On-Task

By Ming Ming Chiu. 2004

171 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f3170a398d70b970fe8de2ba16b62e26f6d3a718

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, background): “Chiu (2004) for example found that when supporting small groups with the subject-matter, evaluating students’ understanding before giving support was the key factor in how effective the support was.”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Overall, low-content teacher interventions that aim at eliciting student thinking seem to be more effective in sustaining productive student dialogue than providing explicit, content-specific explanations and instructions (e.g., Chiu, 2004; Gillies, 2004; Webb et al., 2008).”
‘Explain to your partner’: teachers' instructional practices and students' dialogue in small groups (2009, background): “Chiu (2004) found that higher levels of teacher help (e.”
Taking it to the classroom: Number board games as a small group learning activity (2012, background): “Learning tends to be greater when adults provide feedback that is contingent on students’ level of understanding (Chiu, 2004; Meloth & Deering, 1999), when adults gradually transfer responsibility for problem solving to children (Maloch, 2002), and when children become engaged in the activity and en”
Scaffolding student learning: A micro-analysis of teacher–student interaction (2013, unknown): “The scaffolding theory describes the scaffolding process in terms of adaptation of the level of control that is exercised by a tutor to students' understanding (Wood, Wood, & Middleton, 1978). That is, giving more control upon students' failures and giving less control upon students' successes indic”
A New Method for Analyzing Sequential Processes (2005, background): “teachers (Chiu, 2004; Chiu & Khoo, 2003), marital conflict (Gottman et al.”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “…recognized as a crucial characteristic of effective support in small-group work (Blatchford, Baines, Rubie-Davies, Bassett, & Chowne, 2006; Chiu, 2004; Webb, 2009), and it is a crucial predictor of the success of the support given (Mattanah et al., 2005; Pino-Pasternak et al., 2010; Pratt…”
Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “On the other hand, Chiu (2004) found that when teachers evaluated students ’ ideas during group work, students were more likely to engage with the task than in the absence of evaluation.”
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).”