Role of Teacher Practices in Promoting Collaborative Group Productive Disciplinary Engagement

• In Event: Social and Emotional Influences on Student Learning Approaches

Abstract

This study aims to identify teacher practices during group work that support high-quality productive disciplinary engagement (PDE). We extend research by investigating how teachers’ practices influence group engagement dynamics in interactions. Raters applied quality ratings to 79 videos, with multiple 2.5 minute segments, of middle schoolers’ math and science collaborative group activity, and classified teacher practices, using our PDE rubrics. Analyses explored the influence of teacher practice for elevating or constraining engagement-quality over time. Two cases showcase that teacher practices had short-term, and direct corresponding influence, on groups’ PDE quality. Findings point to potential fragility of collaborative and disciplinary engagement during initial efforts, recommending future research investigate group engagement shifting to fully instantiating norms supported by teacher practice.

Authors

• Temitope F. Adeoye, Purdue University

• Toni Kempler Rogat, Purdue University

• Ayesha Bhimdiwala, Indiana University - Bloomington

• Britte Haugan Cheng, Menlo Education Research

• Adam Scribner

• Brenda Klass Downing, Purdue University

• Reina Fujii, SRI International

• Anne Traynor, Purdue University

• Cindy E. Hmelo-Silver, Indiana University

• Patrik Lundh, SRI International