Kim Nguyen‐Jahiel
Biographic Data
| ID | 6773382 |
|---|---|
| NAME | Kim Nguyen‐Jahiel |
| GIVEN NAMES | Kim |
| FAMILY NAME | Nguyen‐Jahiel |
| SIGNATURE | JAHIEL K N |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 3 |
Children's Productive Use of Academic Vocabulary
Instructional influences on productive use of academic vocabulary were investigated among 460 mostly African American and Latina/o fifth graders from 36 classrooms in eight public schools serving low-income families. Students received a 6-week unit on wolf management involving collaborative group work (CG) or direct instruction (DI). The big question that students tried to answer during the unit was whether a community should be permitted to dest…
Influence of Collaborative Reasoning discussions on metadiscourse in children’s essays
Metadiscourse has been conceptualized as a means to organize discourse, convey interpersonal and evaluative meanings, as well as engage the reader or listener. Importantly, metadiscourse has been theorized to uncover thought mediation during the essay-composing process. This study compares the metadiscourse in the reflective essays of 180 fifth graders, who either participated in small-group discussions using an approach called Collaborative Reas…
Improving Children’s Competence as Decision Makers: Contrasting Effects of Collaborative Interaction and Direct Instruction
This research examined the influence of contrasting instructional approaches on children’s decision-making competence. A total of 764 fifth graders, mostly African Americans and Hispanic Americans, from 36 classrooms in eight public schools serving children from low-income families completed a six-week unit on wolf management, using either direct instruction or collaborative groups, or were waited-listed controls. Analysis of children’s essays on…
Children’s Moral Reasoning: Influence of Culture and Collaborative Discussion
This study investigated the effects of culture and collaborative discussion on Chinese and American children’s moral reasoning in reflective essays that they composed about a moral and practical dilemma. In contrast to American children who frequently expressed egocentric concerns, Chinese children exhibited altruistic tendencies and expressed more concern for maintaining in-group harmony, which are the core values advocated in collectivist cultu…
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions
The influence of one teacher’s scaffolding moves on children’s performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiate…
Collaborative reasoning: A dialogic approach to group discussions
In this paper, we address the need to develop an empirically‐based understanding of the use of dialogue in teaching by discussing theory and research related to a pedagogical approach called collaborative reasoning (CR). CR is an instructional method designed to engage elementary school children in group discussions about controversial issues raised in their readings. CR is grounded in social learning and schema‐theoretic views of cognition, whic…
The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking Across Groups of Children
Social influences on the reasoning and rhetorical strategies of 104 fourth graders were examined during 48 small-group discussions. A total of 14,942 lines of discussion transcript were sifted to determine patterns of occurrence of 13 argument stratagems serving several rhetorical functions. The major finding was that the use of argument stratagems snowballs. That is, once a useful stratagem has been used by a child during a discussion, it tends …
Influence of Oral Discussion on Written Argument
This article examines the effects of participation in oral argumentation on the development of individual reasoning as expressed in persuasive essays. Engagement in oral argumentation is the essential feature of a classroom discussion method called collaborative reasoning. A premise of this method is that reasoning is fundamentally dialogical and, hence, the development of reasoning is best nurtured in supportive dialogical settings such as group…
Influence of Oral Discussion on Written Argument
Influence of Oral Discussion on Written Argument
This article examines the effects of participation in oral argumentation on the development of individual reasoning as expressed in persuasive essays. Engagement in oral argumentation is the essential feature of a classroom discussion method called collaborative reasoning. A premise of this method is that reasoning is fundamentally dialogical and, hence, the development of reasoning is best nurtured in supportive dialogical settings such as group…
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions
The influence of one teacher’s scaffolding moves on children’s performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiate…
Influence of Oral Discussion on Written Argument
Children’s Moral Reasoning: Influence of Culture and Collaborative Discussion
This study investigated the effects of culture and collaborative discussion on Chinese and American children’s moral reasoning in reflective essays that they composed about a moral and practical dilemma. In contrast to American children who frequently expressed egocentric concerns, Chinese children exhibited altruistic tendencies and expressed more concern for maintaining in-group harmony, which are the core values advocated in collectivist cultu…
Children's Productive Use of Academic Vocabulary
Instructional influences on productive use of academic vocabulary were investigated among 460 mostly African American and Latina/o fifth graders from 36 classrooms in eight public schools serving low-income families. Students received a 6-week unit on wolf management involving collaborative group work (CG) or direct instruction (DI). The big question that students tried to answer during the unit was whether a community should be permitted to dest…
Improving Children’s Competence as Decision Makers: Contrasting Effects of Collaborative Interaction and Direct Instruction
This research examined the influence of contrasting instructional approaches on children’s decision-making competence. A total of 764 fifth graders, mostly African Americans and Hispanic Americans, from 36 classrooms in eight public schools serving children from low-income families completed a six-week unit on wolf management, using either direct instruction or collaborative groups, or were waited-listed controls. Analysis of children’s essays on…
The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking Across Groups of Children
Social influences on the reasoning and rhetorical strategies of 104 fourth graders were examined during 48 small-group discussions. A total of 14,942 lines of discussion transcript were sifted to determine patterns of occurrence of 13 argument stratagems serving several rhetorical functions. The major finding was that the use of argument stratagems snowballs. That is, once a useful stratagem has been used by a child during a discussion, it tends …
Influence of Oral Discussion on Written Argument
This article examines the effects of participation in oral argumentation on the development of individual reasoning as expressed in persuasive essays. Engagement in oral argumentation is the essential feature of a classroom discussion method called collaborative reasoning. A premise of this method is that reasoning is fundamentally dialogical and, hence, the development of reasoning is best nurtured in supportive dialogical settings such as group…
Influence of Oral Discussion on Written Argument
Collaborative reasoning: A dialogic approach to group discussions
In this paper, we address the need to develop an empirically‐based understanding of the use of dialogue in teaching by discussing theory and research related to a pedagogical approach called collaborative reasoning (CR). CR is an instructional method designed to engage elementary school children in group discussions about controversial issues raised in their readings. CR is grounded in social learning and schema‐theoretic views of cognition, whic…
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions
The influence of one teacher’s scaffolding moves on children’s performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiate…
Children’s Moral Reasoning: Influence of Culture and Collaborative Discussion
This study investigated the effects of culture and collaborative discussion on Chinese and American children’s moral reasoning in reflective essays that they composed about a moral and practical dilemma. In contrast to American children who frequently expressed egocentric concerns, Chinese children exhibited altruistic tendencies and expressed more concern for maintaining in-group harmony, which are the core values advocated in collectivist cultu…
Influence of Collaborative Reasoning discussions on metadiscourse in children’s essays
Metadiscourse has been conceptualized as a means to organize discourse, convey interpersonal and evaluative meanings, as well as engage the reader or listener. Importantly, metadiscourse has been theorized to uncover thought mediation during the essay-composing process. This study compares the metadiscourse in the reflective essays of 180 fifth graders, who either participated in small-group discussions using an approach called Collaborative Reas…
Improving Children’s Competence as Decision Makers: Contrasting Effects of Collaborative Interaction and Direct Instruction
This research examined the influence of contrasting instructional approaches on children’s decision-making competence. A total of 764 fifth graders, mostly African Americans and Hispanic Americans, from 36 classrooms in eight public schools serving children from low-income families completed a six-week unit on wolf management, using either direct instruction or collaborative groups, or were waited-listed controls. Analysis of children’s essays on…
Children's Productive Use of Academic Vocabulary
Instructional influences on productive use of academic vocabulary were investigated among 460 mostly African American and Latina/o fifth graders from 36 classrooms in eight public schools serving low-income families. Students received a 6-week unit on wolf management involving collaborative group work (CG) or direct instruction (DI). The big question that students tried to answer during the unit was whether a community should be permitted to dest…
Psychology (9 works) · Innovative Teaching and Learning Methods (7 works) · Linguistics (6 works) · Education and Critical Thinking Development (5 works) · EFL/ESL Teaching and Learning (4 works) · Epistemology (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Argument (complex analysis (3 works) · Computer Science (3 works)