東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Peer group instructional conversatio...

Capalbo, Linda Greene.

Linked to FindBook

Google Book

Amazon

博客來

Peer group instructional conversation: Collaboration in context.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Peer group instructional conversation: Collaboration in context./
Author:	Capalbo, Linda Greene.
Description:	279 p.
Notes:	Adviser: James Barton.
Contained By:	Dissertation Abstracts International63-05A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3053098
ISBN:	0493679146

Peer group instructional conversation: Collaboration in context.
Capalbo, Linda Greene.

Peer group instructional conversation: Collaboration in context. - 279 p.

Adviser: James Barton.

Thesis (Ph.D.)--University of Rhode Island, 2002.

American schools traditionally have reflected and promoted societal values of autonomy and independence in the development of the individual child. This limited perspective on how humans come to know focuses on the accrued cultural capital of each learner and neglects the role of ‘the other’ in the construction of meaning. Such a view can be especially debilitating for students who have been identified as marginal learners. This study examines how social interaction organizes participation opportunities and strategies for members of a peer learning group, including a student designated language learning disabled. The study documents the development and negotiation of individual and communal practices around ‘group work’ and talk at the classroom and peer group levels, examines the nature of the talk that characterizes students' participation in a peer work group, and explores the extent to which the group contexts support opportunities to learn for the participants.

ISBN: 0493679146Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Peer group instructional conversation: Collaboration in context.
LDR:03459nam 2200325 a 45 001 928419
005 20110426
008 110426s2002 eng d
020 $a 0493679146
035 $a (UnM)AAI3053098
035 $a AAI3053098
040 $a UnM $c UnM
100 1 $a Capalbo, Linda Greene. $3 1251880
245 1 0 $a Peer group instructional conversation: Collaboration in context.
300 $a 279 p.
500 $a Adviser: James Barton.
500 $a Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1684.
502 $a Thesis (Ph.D.)--University of Rhode Island, 2002.
520 $a American schools traditionally have reflected and promoted societal values of autonomy and independence in the development of the individual child. This limited perspective on how humans come to know focuses on the accrued cultural capital of each learner and neglects the role of ‘the other’ in the construction of meaning. Such a view can be especially debilitating for students who have been identified as marginal learners. This study examines how social interaction organizes participation opportunities and strategies for members of a peer learning group, including a student designated language learning disabled. The study documents the development and negotiation of individual and communal practices around ‘group work’ and talk at the classroom and peer group levels, examines the nature of the talk that characterizes students' participation in a peer work group, and explores the extent to which the group contexts support opportunities to learn for the participants.
520 $a Participant-observation in a fifth grade classroom over a four-month period generated detailed field notes on group work and classroom talk. Audio and videotaping of the five members of the focal group in interaction during a two-week social studies project provided a record of student participation in small group activity. Individual and group interviews clarified and extended observations and elicited participants' perspectives on their experiences. Data analysis incorporated tenets of activity theory and discourse analysis and reflected an interpretive framework to capture the reflexivity of individual and collective classroom activity. Conversational mapping provided a methodological tool to uncover contextual meanings of group participation.
520 $a Analysis indicated talk, as one form of active participation, and task visibility influence perceptions of individual competence, contributing to differential participation opportunities for each student. Implications for teachers include the need for identification of successful group contexts for individual students and consideration of perception-building as both outcome and pre-existing condition of group work. At the policy level, the study suggests re-examination of the relationship between the goals and philosophy of the standards movement and the goals and philosophy of inclusion. Further research in the social organization of peer learning, particularly in the areas of student decision-making and non-participation patterns, is recommended.
590 $a School code: 0186.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Special. $3 606639
650 4 $a Speech Communication. $3 1017408
690 $a 0340
690 $a 0459
690 $a 0529
690 $a 0727
710 2 0 $a University of Rhode Island. $3 1022014
773 0 $t Dissertation Abstracts International $g 63-05A.
790 $a 0186
790 1 0 $a Barton, James, $e advisor
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3053098