Following Their Teacher’s Lead: Social Norms and Framing Influence Student Participation Patterns in Small-Group Discussions

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Socializing the Social Studies Classroom: Redefining Engagement With Collaborative Practices (Table 1)

Abstract

This study examines the impact of classroom social norms and teacher framing on small-group discussions within a discussion-based social studies intervention. Its curriculum emphasizes the important role social norms and small-group discussions play in students’ learning and social development. Using a multi-case, cross-event discourse analytic approach, we analyzed the norm-setting and framing practices of two fourth-grade teachers. Findings reveal that in small-group discussions, students emulate their teacher’s norms: setting norms dialogically fosters responsive and dialogic student-led discussions, while expansively framing discussions with reference to specific prior learning helps students to have productive, on-task discussions. This research underscores the crucial role teachers play in shaping effective small-group discussions through strategic norm-setting and framing.

Authors

• Kevin Fulton, The Ohio State University

• Tzu-Jung Lin, The Ohio State University

• Michael Glassman, The Ohio State University

• Eric M. Anderman, The Ohio State University