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Direct linkKiesa, Abby; Bueso, Leah; Hodgin, Erica; Kahne, Joe – Social Education, 2022
This article shares lessons from committed and inspirational educators from across the country with whom the Center for Information and Research on Civic Learning and Engagement (CIRCLE) worked in 2020. Their experiences reinforce that nonpartisan teaching about democracy is possible (i.e., not teaching who to vote for, but rather how the system…
Descriptors: Elections, Teaching Methods, Democracy, Political Attitudes
Lin, Tzu-Jung; Jadallah, May; Anderson, Richard C.; Baker, Amanda R.; Nguyen-Jahiel, Kim; Kim, Il-Hee; Kuo, Li-Jen; Miller, Brian W.; Dong, Ting; Wu, Xiaoying – Journal of Educational Psychology, 2015
This study examined the influence of teachers' instructional moves on students' relational thinking during small-group collaborative discussions. One hundred and twenty 4th grade students and 6 teachers participated in a series of 10 discussions, generating a video-recorded corpus containing 32,511 turns for speaking. A microanalysis of a subset…
Descriptors: Teacher Influence, Small Group Instruction, Group Discussion, Thinking Skills
Kim, Il-Hee; Anderson, Richard C.; Miller, Brian; Jeong, Jongseong; Swim, Terri – Discourse Processes: A Multidisciplinary Journal, 2011
This study investigated the influence of culture and discussion participation on rhetorical patterns in the reflective essays of 238 Korean and 196 American 4th-graders. Results showed significant differences between Korean children's essays and American children's essays in types of reasons, uses of argument elements, and uses of rhetorical…
Descriptors: Persuasive Discourse, Essays, Cultural Differences, Social Attitudes
Wu, Xiaoying; Anderson, Richard C.; Nguyen-Jahiel, Kim; Miller, Brian – Journal of Educational Psychology, 2013
Fourth- and fifth-grade students' motivation and engagement during classroom discussions were investigated in 2 studies. Study 1 examined students' moment-by-moment engagement during collaborative peer-managed small-group discussions in comparison to conventional teacher-managed whole-class discussions. Study 2 evaluated the long term effects of…
Descriptors: Grade 4, Grade 5, Student Motivation, Learner Engagement
Download full textShulman, Marc D. – Online Submission, 2013
This action research project report was conducted because students' lack of sportsmanship skills in elementary school physical education was negatively affecting the physical activity level of many students. The teacher was spending classroom time giving attention to conflicts dealing with negative sportsmanship issues and therefore losing…
Descriptors: Violence, Action Research, Teacher Researchers, Physical Activity Level
Jadallah, May; Anderson, Richard C.; Nguyen-Jahiel, Kim; Miller, Brian W.; Kim, Il-Hee; Kuo, Li-Jen; Dong, Ting; Wu, Xiaoying – American Educational Research Journal, 2011
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…
Descriptors: Scaffolding (Teaching Technique), Group Discussion, Discussion (Teaching Technique), Small Group Instruction
Lin, Tzu-Jung; Anderson, Richard C.; Hummel, John E.; Jadallah, May; Miller, Brian W.; Nguyen-Jahiel, Kim; Morris, Joshua A.; Kuo, Li-Jen; Kim, Il-Hee; Wu, Xiaoying; Dong, Ting – Child Development, 2012
This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age…
Descriptors: Logical Thinking, Interpersonal Relationship, Discussion Groups, Preschool Children
Hawkes, Mark – Quarterly Review of Distance Education, 2007
Using collaborative critical reflection as an index, this study examines the asynchronous and face-to-face discourse of 28 suburban Chicago elementary teachers developing problem based learning (PBL) curriculum. Statistical analysis of the corpus produced by the 2 mediums shows that the asynchronous online network emerges as the medium of choice…
Descriptors: Electronic Learning, Curriculum Design, Online Courses, Problem Based Learning
