Heedful Interrelating in the Academic Discourse of Collaborative Groups.
Saved in:
| Title: | Heedful Interrelating in the Academic Discourse of Collaborative Groups. |
|---|---|
| Authors: | Jordan, Michelle E.1 Michelle.E.Jordan@asu.edu, Daniel, Sarah R.2 |
| Source: | Journal of Classroom Interaction. Winter2010, Vol. 45 Issue 2, p4-19. 16p. 2 Charts. |
| Subject Terms: | *Collaborative learning, *Discourse groups, *Academic discourse, *Conversation analysis, *Undergraduates |
| Abstract: | Borrowing from the field of organizational management, we propose that heedful interrelating offers a tangible framework for thinking about the psycho-social aspects of collaboration which entail moment-to-moment cognitions and behaviors of students in order to complete a joint academic task. Using conversational analysis, our objective was to differentiate levels of heedful interrelating in the collaborative discourse of undergraduate students in a collaborative context by identifying discourse markers that indicate heedful interrelating. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Classroom Interaction is the property of University of Houston, on behalf of its College of Education, Journal of Classroom Interaction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 54394400 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Heedful Interrelating in the Academic Discourse of Collaborative Groups. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jordan%2C+Michelle+E%2E%22">Jordan, Michelle E.</searchLink><relatesTo>1</relatesTo><i> Michelle.E.Jordan@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Daniel%2C+Sarah+R%2E%22">Daniel, Sarah R.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Classroom+Interaction%22">Journal of Classroom Interaction</searchLink>. Winter2010, Vol. 45 Issue 2, p4-19. 16p. 2 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+groups%22">Discourse groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Conversation+analysis%22">Conversation analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Borrowing from the field of organizational management, we propose that heedful interrelating offers a tangible framework for thinking about the psycho-social aspects of collaboration which entail moment-to-moment cognitions and behaviors of students in order to complete a joint academic task. Using conversational analysis, our objective was to differentiate levels of heedful interrelating in the collaborative discourse of undergraduate students in a collaborative context by identifying discourse markers that indicate heedful interrelating. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Classroom Interaction is the property of University of Houston, on behalf of its College of Education, Journal of Classroom Interaction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=54394400 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 4 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Discourse groups Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Conversation analysis Type: general – SubjectFull: Undergraduates Type: general Titles: – TitleFull: Heedful Interrelating in the Academic Discourse of Collaborative Groups. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jordan, Michelle E. – PersonEntity: Name: NameFull: Daniel, Sarah R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Winter2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 07494025 Numbering: – Type: volume Value: 45 – Type: issue Value: 2 Titles: – TitleFull: Journal of Classroom Interaction Type: main |
| ResultId | 1 |
