| Summary: | 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. === Education, Faculty of === Language and Literacy Education (LLED), Department of === Graduate
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