“We Learned Each Other, Then We Taught Each Other”: Retrospective Case Study to Explore Collective Classroom Efficacy

• In Event: Expanding Cultural-Historical Activity Theory Methodologies for the Study of Classroom Practices

Abstract

This retrospective case study explored collective classroom efficacy (CCE) (Authors, 2011) through the Vygotskian lens of individual and collective development (1978) to understand the interrelationship between social- and academic-efficacy. CCE is defined as how well classroom members respond and relate to one another as they work toward common goals, along with their cohesive sense of responsibility toward learning and each other (Authors, 2011). Participants were former sixth-grade students (n=9) in an inner-city school in the Western US. Qualitative analysis revealed six themes related to beliefs of high-confidence constructed through their joint activity: relationship of individual within the collective; creating relationships between-and-among students; teacher-high-expectations with accountability; student peers as learning resource; making personal/social connections with others; student active engagement with content.

Authors

• Suzanne H. Jones, Utah State University

• LeAnn G. Putney, University of Nevada - Las Vegas

• Brett D. Campbell, Brigham Young University