Student Coregulation in Small-Group Learning

• In Event: Student Coregulation in Small-Group Learning

Abstract

Our research builds upon a long history of research and theory on small-group dynamics (e.g., Cohen, 1986; Deutsch, 1949; Johnson & Johnson, 2009; Slavin, 1990). Webb (2008) describes progress in understanding how small groups can promote achievement and identifies four topic areas that need continued attention. Our work informs three of them: group composition dynamics; processes that support positive task and interpersonal affect that also relate to achievement; and the tensions and potential balance between individual learning and group productivity. The purpose of this paper is to describe the sample and study design of the research project that informs the accompanying proposals. Each proposal stands alone in its contribution to improving our understanding of small-group learning dynamics; collectively, they yield a rich portrait of how students navigate and negotiate in small learning groups and what that might mean for the promotion of 21st century skills and achievement, particularly in math.
Data Source
Researchers in self- and social-regulation typically agree that “real time” data are essential for understanding student regulation and emotional adaptation (e.g., Boekaerts & Corno, 2005; Volet, Vaurus, & Salonen, 2009; Azevedo, et al, 2010). Our work accepts this challenge. Participants include one fifth-grade classroom in a middle-SES school. There were 7 small learning groups, typically with 4 members. All data were collected by the classroom teacher as part of her ongoing mathematics instruction; researchers did not meet or interact with the students.
The study involved six fraction lessons (two each on concept development, problem solving, and estimation). In each lesson, students engaged in small-group task activities after teacher whole-class lesson presentation and practice opportunities (see Good, McCaslin, & Reys, 1992). The basic data are tape recordings of the students working in their small groups.
Tabletalk recordings were digitalized and stored with the Audacity-win-unicode-1.3.12.exe program that displays the audio recordings in real-time allowing precise time-interval analyses and standardization of the basic comparison unit across groups and lessons in subsequent coding procedures. Each tabletalk recording was transcribed by one staff member and verified by another. Tabletalk typescripts are read while listening to the digitalized recording with Audacity to support our implementation and interpretation of coding systems that include sequential analysis of student verbal behavior during their small group activities (“tabletalk”), assessment of group affective atmosphere and coping strategies, and consideration of achievement artifacts (task activity sheets, lesson and unit tests).
The first proposal provides descriptions and reliability information for the two observation systems used to investigate small group dynamics, with findings presented in the subsequent proposals. The second proposal examines how students coped with anger and frustration during group work. The third presents the supportive interactions students engaged in while completing their tasks. The fourth analyzes student off-task behavior and group achievement. Finally, the fifth proposal explores the function of imperatives present in student talk during group work.

Authors

• Mary M. McCaslin, The University of Arizona

• Ruby Inez Vega, The University of Arizona

• Erin Elizabeth Anderson, University of Arizona

• Lauren Ballard, The University of Arizona

• Christine Nicole Calderon, The University of Arizona

• Angela M. Labistre, The University of Arizona, Tucson, AZ