Cooperative learning interaction and construction of activity
Bibliographic Data
| ID | 11273253 |
|---|---|
| Authors | Richard P Durán (University of California, Santa Barbara, corresponding author), Margaret H Szymanski (University of California, Santa Barbara) |
| Year | 1995 |
| Volume | 19 |
| Issue | 1 |
| Pages | 149-164 |
| Publication date | 1995-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01638539109544909 |
| OpenAlex | W2092613536 |
| Language | EN |
| Citations received | 8 |
| References cited | 10 |
Constructionist and conversation analysis perspectives are presented as motivating detailed study of interactive processes in literate activity. Analyses are then presented of the interaction of 4 Spanish—English students while one student generates a story as part of a cooperative learning activity within a curriculum known as CIRC. The third‐grade children under study had recently moved from Spanish to English in their language arts instruction. The analyses locate and describe 4 types of coordinated action by students that permit students to frame and control their own literacy learning. These include: (a) structuring information about a story world, (b) correcting language forms, (c) participating in the production of a story, and (d) extending the story world text so that it is used to analyze beliefs about the world at large. The relevance of constructionist approaches to learning is discussed
Action (physics · Constructionism · Conversation · Curriculum · Discourse analysis · Epistemology · Frame (networking · Linguistics · Literacy · Mathematics education · Pedagogy · Relevance (law · Strict constructionism · Structuring · Communication · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology
Studying the Over-Time Construction of Knowledge in Educational Settings
The Helping Behaviors of Fifth Graders While Using Collaborative Strategic Reading during ESL Content Classes
Making Space for Bilingual Communicative Practice
Second-Language Acquisition, Culture Shock, and Language Stress of Adult Female Latina Students in New York
Jointly constructed narratives in classrooms
Transcribing Oral Discourse
Children's discourse and inferential practices in cooperative learning
A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,26 |
| Citation span | 1995 - 2020 (26) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |