Teachers' and students' verbal behaviours during cooperative and small-group learning
Bibliographic Data
| ID | 5264265 |
|---|---|
| Authors | Robyn M Gillies (0000-0002-9522-5258, The University of Queensland, corresponding author) |
| Year | 2006 |
| Volume | 76 |
| Issue | 2 |
| Pages | 271-287 |
| Publication date | 2006-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709905x52337 |
| PMID | 16719964 |
| OpenAlex | W1973202075 |
| Language | EN |
| Citations received | 26 |
| References cited | 27 |
Background. Teachers play a critical role in promoting interactions between students and engaging them in the learning process. This study builds on a study by Hertz-Lazarowitz and Shachar (1990) who found that during cooperative learning teachers' verbal behaviours were more helpful to and encouraging of their students' efforts while during whole-class instruction, their verbal behaviours tended to be more authoritarian, rigid, and impersonal.Aim. This study seeks to determine if teachers who implement cooperative learning engage in more facilitative learning interactions with their students than teachers who implement group work only. The study also seeks to determine if students in the cooperative groups model their teachers' behaviours and engage in more positive helping interactions with each other than their peers in the group work groups.Samples. The study involved 26 teachers and 303 students in Grades 8 to10 from 4 large high schools in Brisbane, Australia.Methods. All teachers agreed to establish cooperative, small-group activities in their classrooms for a unit of work (4 to 6 weeks) once a term for 3 school terms. The teachers were audiotaped twice during these lessons and samples of the students' language, as they worked in their groups, were also collected at the same time.Results. The results show that teachers who implement cooperative learning in their classrooms engage in more mediated-learning interactions and make fewer disciplinary comments than teachers who implement group work only. Furthermore, the students model many of these interactions in their groups.Conclusions. The study shows that when teachers implement cooperative learning, their verbal behaviour is affected by the organizational structure of the classroom
Class (philosophy) · Cooperative learning · Group work · Mathematics education · Pedagogy · Teaching method · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology
Cooperative Learning
Engaging with others’ mathematical ideas
Collaborative learning practices
Topic Negotiation in Peer Group Oral Assessment Situations
The challenge of bringing science closer to preservice early childhood education teachers
Considérations théoriques et pratiques liées à la mesure de la coopération en contexte scolaire
Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting
Challenges Faced by Pakistani Undergraduates and Views of Teachers about the Challenges Faced by their Undergraduates in Learning English using the Collaborative Learning Approach (CLA)
The role of group projects in enhancing soft skills
The effects of school climate on students’ reading achievement
Teacher Questions
Student teachers’ interactional language
Dialogic Teaching during Cooperative Inquiry-Based Science
İşbirlikli Hikaye ve Çizgi Roman Yazma Çalışmalarının Öğretmen Adaylarının Akademik Başarılarına Etkisi
Effect of different grouping arrangements on students’ achievement and experience in collaborative learning environment
Therapeutic factors in a group experiential learning programme in teacher education
Collaborative Storytelling With Spanish Primary School Students
Metacognitive skills in collaborative problem solving
Exploring factors affecting peer-led team learning in EFL classes
Quality of group interaction, ethnic group composition, and individual mathematical learning gains
Hiding behind the camera
The implementation of models-based practice in physical education through action research
The mutability of pedagogical practice and space use
Teachers' reflections on cooperative learning
Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice
Classroom discourse analysis and educational outcomes in the era of education reform
Restructuring the Classroom
From social interaction to individual reasoning
Critical distinctions among three approaches to peer education
The quality of talk in children's collaborative activity in the classroom
Within-Class Grouping
Changes in Patterns of Teacher Interaction in Primary Classrooms
Children's Talk and the Development of Reasoning in the Classroom
Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
Implicit and explicit dialogue structuring in virtual learning groups
Designing Collaborative Learning Contexts
| Unique citing works | 26 |
|---|---|
| Citations per year | 1,37 |
| Citation span | 2007 - 2026 (20) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 26 |