The Effects of Teacher Framing on Student Engagement During Collaborative Reasoning Discussions

• In Event: Antecedents and Consequences of Academic Engagement

Abstract

This study examined the relationship between teacher framing of a small group collaborative discussion and subsequent student engagement during the discussion. Six teachers and 120 fourth-grade students participated in ten Collaborative Reasoning (CR) discussions over five weeks. Thirty-six discussion transcripts and video recordings were selected for analysis. A teacher framing coding scheme was developed to classify and quantify the ways in which teachers introduced the discussion, which were compared with observational ratings of students’ behavioral and emotional engagement, as well as cognitive engagement measured by the amount of relational reasoning generated during the discussion. A structural equation model suggests that teacher goal-setting and autonomy support during the introduction have direct and indirect effects on student engagement.

Authors

• Amanda R. Baker, The Ohio State University

• Tzu-Jung Lin, The Ohio State University

• Jing Chen, The Ohio State University - Columbus

• Narmada Paul, The Ohio State University

• Sarah Murtha, The Ohio State University

• Richard C. Anderson, University of Illinois at Urbana-Champaign