Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions
Bibliographic Data
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 initiated by the teacher’s moves. A complex system of influence among discussion participants was documented in which the teacher’s moves had delayed effects as well as immediate effects, indirect as well as direct effects, and reciprocal instead of unidirectional effects. Some children appropriated scaffolding moves of the teacher and began to spontaneously employ the moves in later discussions
Developmental psychology · Linguistics · Reciprocal · Turn-taking · Communication · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Language, Discourse, Communication Strategies · Psychology
A systematic review of teacher guidance during collaborative learning in primary and secondary education
Argumentation for Learning
Guiding and Grouping Readers for Scaffolding Text Comprehension in the Science Classroom Using Three-Level Reading Guides
Robot-mediated read-aloud context of reading comprehension
A review of teacher implemented scaffolding in K-12
When discussions sputter or take flight
Transfer of responsibility from scaffolding to preservice early childhood teachers learning to debug
Exploring Middle School Science Teachers’ Error-Reaction Patterns by Classroom Discourse Analysis
Talking Science
Developing a Phenomenographic Argument for Science Teacher Educators’ Conceptions Regarding Question-Asking
Categorizing mathematics teachers’ questioning
Teacher moves for supporting student reasoning in mathematics instruction
Measuring Text-Focused Reading Instruction
What counts as evidence for the long-term realisation of whole-class scaffolding
‘Yes, we’re done’ – ‘except Ricardo’
Analyzing Conversational Argumentation Skills
Children's Conversational Argumentation Skills
A Nested Frailty Survival Approach for Analyzing Small Group Behavioral Observation Data
Supporting language and literacy development with intensive small-group interventions
Promoting teacher scaffolding in small-group work
Saturate, situate, synthesize
Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions
What Makes a More Proficient Discussion Group in English Language Learners’ Classrooms? Influence of Teacher Talk and Student Backgrounds
Teaching and Learning Argumentative Reading and Writing
Influence of Cultural Norms and Collaborative Discussions on Children's Reflective Essays
From moves to sequences
A conceptualisation of whole‐class scaffolding
The Relationship Between Teacher-Student Rapport and EFL Learners’ Engagement in Online Scaffolding Setting
Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions
Examining the Nature of Scaffolding in an Early Literacy Intervention
Understanding compatibilities and inconsistencies between science teachers’ professed beliefs and practices about question-asking in science lessons
Reciprocal interactions between teachers’ instructional moves and students’ social reasoning during collaborative small group discussions
Common Core State Standards for ELA/Literacy and Next Generation Science Standards
Differences between a teacher educator’s and prospective classroom teacher’s talk-based strategies for fostering academically productive classroom talk
Oral Argumentation Skills between Process and Product
Actual Minds, Possible Worlds
Observing Interaction
Apprenticeship in Thinking
Examining the effects of classroom discussion on students’ comprehension of text
Observing sociocultural activity on three planes
The Snowball Phenomenon
A Scaffolding Design Framework for Software to Support Science Inquiry
The Role of Tutoring in Problem Solving
Nonparametric strategies to test the independence of behavioral states in sequential data
The Road to Participation
Classroom discourse. The language of teaching and learning
Influence of Oral Discussion on Written Argument
Influence of Oral Discussion on Written Argument
Influence of Cultural Norms and Collaborative Discussions on Children's Reflective Essays
Patterns of Discourse in Two Kinds of Literature Discussion
Scaffolding Student Talk
The microgenetic method
The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity
| Unique citing works | 35 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 35 |