Sean C Kim
Biographic Data
| ID | 116437 |
|---|---|
| NAME | Sean C Kim |
| GIVEN NAMES | Sean C |
| FAMILY NAME | Kim |
| SIGNATURE | KIM S C |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0003-2425-8156 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions
This study examined the moment-by-moment reciprocal relationships between teachers’ instructional moves and students’ social reasoning during collaborative small-group discussions. Social reasoning refers to students’ justification of knowledge and understanding of complex issues from the social world. Participants included 131 fifth-grade students and their teachers from two public schools. Students and teachers engaged in six weekly collaborati…
Using immersive civic discussion to cultivate civic purpose in elementary schools during politically volatile times
Linking knowledge justification with peers to the learning of social perspective taking
The purpose of this study was to examine whether justifying one’s own social knowledge (moral, societal, psychological) toward complex social-moral issues through collaborative argumentation was associated with the improvement of social perspective taking for elementary students. A total of 129 5th graders (52% female, Mage = 10.98) from six classrooms in two public schools participated in six weekly collaborative small-group discussions to reaso…
The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion
The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …
The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion
The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …
The Development of Early Adolescents’ Social Perspective Taking Through Small-Group Discussion
The current study examined the development of early adolescents’ social perspective taking (SPT) through collaborative small-group discussions. A total of 250 fifth-graders were assigned to three conditions, Collaborative Social Reasoning (CSR) discussions, Read-Aloud (RA) and Regular Instruction (RI). SPT was assessed before and after the intervention using an action-based argumentation essay task through a theory-driven coding scheme aiming at …
Linking knowledge justification with peers to the learning of social perspective taking
The purpose of this study was to examine whether justifying one’s own social knowledge (moral, societal, psychological) toward complex social-moral issues through collaborative argumentation was associated with the improvement of social perspective taking for elementary students. A total of 129 5th graders (52% female, Mage = 10.98) from six classrooms in two public schools participated in six weekly collaborative small-group discussions to reaso…
Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions
This study examined the moment-by-moment reciprocal relationships between teachers’ instructional moves and students’ social reasoning during collaborative small-group discussions. Social reasoning refers to students’ justification of knowledge and understanding of complex issues from the social world. Participants included 131 fifth-grade students and their teachers from two public schools. Students and teachers engaged in six weekly collaborati…
Using immersive civic discussion to cultivate civic purpose in elementary schools during politically volatile times
Psychology (4 works) · Education and Critical Thinking Development (3 works) · Mathematics education (3 works) · Social Psychology (3 works) · Sociology (3 works) · Argumentation theory (2 works) · Developmental psychology (2 works) · Educator Training and Historical Pedagogy (2 works) · Epistemology (2 works) · Innovative Teaching and Learning Methods (2 works)