Investigating noisy classrooms: Analysis of small groupwork and teacher-group interactions

Palaguachi, Christian W

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https://hdl.handle.net/2142/124219 Copy

Description

Title

Investigating noisy classrooms: Analysis of small groupwork and teacher-group interactions

Author(s)

Palaguachi, Christian W

Issue Date

2024-03-29

Director of Research (if dissertation) or Advisor (if thesis)

• D'Angelo, Cynthia
• Lane , H. Chad

Committee Member(s)

Krist, Christina

Department of Study

Educational Psychology

Discipline

Educational Psychology

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• Small Groups
• Classrooms
• Teacher-group Interactions
• Audio Analysis
• Conferring Interactions

Language

eng

Abstract

Teachers use a variety of teacher-group interactions to support, sustain, and increase small group work and group discussion. These strategies include conferring interactions like nudging, funneling, and eliciting/probing that help students examine their previous or current conceptual understanding. Conversations found in these teacher-group interactions are complex and difficult to code for and interpret. In this study, researchers use a mixed-method and multimodal approach to examine the relationship between teacher-group interactions and group discussion before and after teacher-group interaction. This study specifically focuses on following one teacher, as they navigate from group to group constructing different types of teacher-group interventions to check-in, elicit student thinking, and facilitate group discussion. In this study, researchers explore the different ways that non-lexical speech analytics can help examine collaborative and cooperative learning in small group work. Results of this study demonstrate that a majority of teacher-group interactions lead to increased group discussion after teacher-group interaction. Furthermore, by coding the quality of teacher-group interactions by conferring interactions, nudging had higher percentage of interactions with increased group discussion after teacher-group interaction occurred compared to the other conferring and non-conferring interactions. In exploring teacher-group conversations, I observed how probing/eliciting and nudging change the types of conversation students have during and after teacher-group interactions.

Graduation Semester

2024-05

Type of Resource

Text

Handle URL

https://hdl.handle.net/2142/124219

Copyright and License Information

Copyright 2024 Christian Palaguachi

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