Influence of a Teacher’s Scaffolding Moves During Child-led Small-group Discussions

May Jadallah, Illinois State University
Richard C. Anderson, University of Illinois at Urbana-Champaign
Kim Nguyen-Jahiel, University of Illinois at Urbana-Champaign
Brian W. Miller, University of Illinois at Urbana-Champaign
IL-HEE KIM, Indiana University - Purdue University Fort Wayne
Li-Jen Kuo, Northern Illinois University
Ting Dong, University of Illinois at Urbana-Champaign
Xiaoying Wu, University of Illinois at Urbana-Champaign

Abstract

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.

 
 

Link to Original Published Item

http://aer.sagepub.com/content/48/1/194