Teacher Influences on Equity in Collaborative Knowledge Construction
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Date
2021-04
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Abstract
This study is set within a collaborative, discussion-based classroom intervention called Collaborative Social Reasoning. It examines teacher scaffolding moves, or strategies used to support students' learning, in relationship with student equity indicators. Equity indicators analyzed include uptake, or use of a peer's idea in a subsequent turn of talk; relational invitations, a construct derived from the data and consisting of students inviting a peer to share; and conflicts for the floor, which occurs when one student prevents another from sharing their idea and indicates lower levels of equity. Teacher scaffolding was analyzed with equity indicators at the turn-by-turn level using statistical discourse analysis and more holistically by examining the proportion of turns containing the variables of interest in repeated measures regression analysis. The results showed that teacher scaffolding was negatively or not related to all equity indicators. This means that, in this context, teacher scaffolding was associated with reduced uptake and relational invitations, but also with reductions in conflicts for the floor. The relationship with uptake was stronger and more consistent than the relationship with conflicts for the floor.
Description
Poster Division: Education and Human Ecology: 1st Place (The Ohio State University Edward F. Hayes Graduate Research Forum)
Keywords
Teacher scaffolding, dialogue, statistical discourse analysis, equity