2026-09-18T18:54:50Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/124219 2024-09-16 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

D'Angelo, Cynthia Lane , H. Chad Krist, Christina 2024-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms The student, Christian Palaguachi, accepted the attached license on 2024-03-28 at 11:57. The student, Christian Palaguachi, submitted this Thesis for approval on 2024-03-28 at 14:40. This Thesis was approved for publication on 2024-03-29 at 16:16. DSpace SAF Submission Ingestion Package generated from Vireo submission #20274 on 2024-09-16 at 00:33:37 Investigating noisy classrooms: Analysis of small groupwork and teacher-group interactions Palaguachi, Christian W 2024-03-29 Small Groups Classrooms Teacher-group Interactions Audio Analysis Conferring Interactions 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. Text eng https://hdl.handle.net/2142/124219 Copyright 2024 Christian Palaguachi M.S. Thesis Educational Psychology University of Illinois at Urbana-Champaign Educational Psychology