Teacher Scaffolding and Equity in Collaborative Learning

• In Event: Action Paper Session 1

Abstract

In this study, we examine teacher scaffolding moves and student equity in Collaborative Social Reasoning discussions. Equity indicators include uptake, relational invitations, and conflicts for the floor. This last factor indicates lower equity, while the others indicate higher equity. Teacher scaffolding was analyzed with equity indicators at the turn-by-turn level using statistical discourse analysis and holistically using repeated measures logistic regression. The results showed that scaffolding was negatively or not related to all equity indicators. Teacher scaffolding was associated with reduced relational equity indicators, but also with conflicts for the floor. The relationship with uptake was more consistent than the relationship with conflicts for the floor, suggesting that teachers’ largest influence on equity is on relational, rather than participatory, equity.

Authors

• Elizabeth Kraatz, Chadron State College

• Tzu-Jung Lin, The Ohio State University

• Manisha Naresh Nagpal, The Ohio State University

• Lynley H. Anderman, The Ohio State University