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oai:www.ideals.illinois.edu:2142/79667 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Anderson, Richard C. Kim, So-Young 2015-09-25T19:52:52Z 2015-09-25T19:52:52Z 10000-01-01 2002 2002 This study examines whether group monitoring activities promote the acquisition of discussion skills and reasoning strategies. Results from six classrooms indicate that, when children review each discussion in terms of criteria for a good discussion, in subsequent discussions they are more likely to look at issues from multiple perspectives, better able to anticipate and respond to objections, and more likely to change their minds on issues. As compared to children from contrast classrooms, children who have engaged in group monitoring write persuasive essays with more features indicative of open-mindedness. Made available in DSpace on 2015-09-25T19:52:52Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044140.pdf: 4067078 bytes, checksum: cddbb60eb31974be2b1f4e2dc2375242 (MD5) Previous issue date: 2002 Embargo set by: Seth Robbins for item 80949 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 86 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002. http://hdl.handle.net/2142/79667 (MiAaPQ)AAI3044140 eng Education, Educational Psychology The Effects of Group -Monitoring on Transfer of Learning in Small Group Discussions text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.