A Collaborative Dialogic Inquiry Approach to Improving Students' Academic and Social-Emotional Language

• In Event: 28.091 - Sheraton Roundtable Session Two - Grand Centre
  In Roundtable Session: 28.091-10 - Vocabulary SIG Roundtable

Abstract

The purpose of this study was to examine the impacts of a collaborative dialogic inquiry approach on improving students’ academic and social-emotional language. A total of 250 fifth-grade students from 12 classrooms located in two public middle schools participated in this study. Classrooms were assigned to one of two conditions (Collaborative Social Reasoning, Business-as-Usual) in School A and to one of three conditions (Collaborative Social Reasoning, Read-Aloud, Business-as-Usual) in School B. In School A, students in the CSR group generated more academic, relational, emotional, and social vocabulary than the BAU group in their post-test reflective essays. In School B, the CSR group outperformed the BAU group on academic and relational vocabulary, and outperformed the RA group on academic vocabulary only.

Authors

• Ming-Yi Hsieh, The Ohio State University

• Tzu-Jung Lin, The Ohio State University

• Rebecca Sallade