AERA Session: Promoting Group Productive Disciplinary Engagement

Sunday, April 11, 9:30 to 10:30am EDT

Session
Social and Emotional Influences on Student Learning Approaches

Paper
Role of Teacher Practices in Promoting Collaborative Group Productive Disciplinary Engagement

This study aims to identify teacher practices during group work that support high-quality productive disciplinary engagement (PDE). We extend research by investigating how teachers’ practices influence group engagement dynamics in interactions. Raters applied quality ratings to 79 videos, with multiple 2.5 minute segments, of middle schoolers’ math and science collaborative group activity, and classified teacher practices, using our PDE rubrics. Analyses explored the influence of teacher practice for elevating or constraining engagement-quality over time. Two cases showcase that teacher practices had short-term, and direct corresponding influence, on groups’ PDE quality. Findings point to potential fragility of collaborative and disciplinary engagement during initial efforts, recommending future research investigate group engagement shifting to fully instantiating norms supported by teacher practice.

Authors
Temitope F. Adeoye, Purdue University
Toni Kemplar Rogat, Purdue University
Ayesha Bhimdiwala, Indiana University - Bloomington
Britte Haugan Cheng, Menlo Education Research
Adam Scribner
Brenda Klass Downing, Purdue University
Reina Fujii, SRI International
Anne Traynor, Purdue University
Cindy E. Hmelo-Silver, Indiana University
Patrik Lundh, SRI International

Sub Unit
Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts Roundtable Sessions