Children’s talk in collaborative settings
This study describes children's talk in collaborative settings. It illustrates conversations between students as they participate in writing, problem solving, and music composition activities. The study discusses the features of collaborative talk, describes the ways that students participa...
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| Language: | English |
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2009
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| Online Access: | http://hdl.handle.net/2429/3788 |
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ndltd-LACETR-oai-collectionscanada.gc.ca-BVAU.2429-37882014-03-14T15:39:01Z Children’s talk in collaborative settings Garcia, Rosamar This study describes children's talk in collaborative settings. It illustrates conversations between students as they participate in writing, problem solving, and music composition activities. The study discusses the features of collaborative talk, describes the ways that students participate in groups, and offers a rationale for supporting the development of this speech genre in cliildren. As well, it is an account of one teacher's experience with action research. It provides commentary on shifting beliefs and their implications for practice. Using a case study design, four participants aged eight and nine years old were observed in their classroom setting. A total of seven lessons in Mathematics, Science, Language Arts and Music were recorded. Children participated in both teacher-posed problem activities and student-designed, self-directed experiences. Methods of analyzing the data were adapted from two sources: Barnes and Todd's (1977) analysis of discourse moves and Well's (1983) system of insightful observation and analysis. 2009-01-19T20:27:50Z 2009-01-19T20:27:50Z 1995 2009-01-19T20:27:50Z 1995-11 Electronic Thesis or Dissertation http://hdl.handle.net/2429/3788 eng UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/] |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| description |
This study describes children's talk in collaborative settings. It
illustrates conversations between students as they participate in
writing, problem solving, and music composition activities. The
study discusses the features of collaborative talk, describes the ways
that students participate in groups, and offers a rationale for
supporting the development of this speech genre in cliildren. As well,
it is an account of one teacher's experience with action research. It
provides commentary on shifting beliefs and their implications for
practice. Using a case study design, four participants aged eight and
nine years old were observed in their classroom setting. A total of
seven lessons in Mathematics, Science, Language Arts and Music
were recorded. Children participated in both teacher-posed problem
activities and student-designed, self-directed experiences. Methods
of analyzing the data were adapted from two sources: Barnes and
Todd's (1977) analysis of discourse moves and Well's (1983) system of
insightful observation and analysis. |
| author |
Garcia, Rosamar |
| spellingShingle |
Garcia, Rosamar Children’s talk in collaborative settings |
| author_facet |
Garcia, Rosamar |
| author_sort |
Garcia, Rosamar |
| title |
Children’s talk in collaborative settings |
| title_short |
Children’s talk in collaborative settings |
| title_full |
Children’s talk in collaborative settings |
| title_fullStr |
Children’s talk in collaborative settings |
| title_full_unstemmed |
Children’s talk in collaborative settings |
| title_sort |
children’s talk in collaborative settings |
| publishDate |
2009 |
| url |
http://hdl.handle.net/2429/3788 |
| work_keys_str_mv |
AT garciarosamar childrenstalkincollaborativesettings |
| _version_ |
1716650183873265664 |