View in EDS

Teachers Scaffold Student Discourse and Emotions in Knowledge Building Classrooms

Saved in:
Bibliographic Details
Title: Teachers Scaffold Student Discourse and Emotions in Knowledge Building Classrooms
Language: English
Authors: Gaoxia Zhu, Feng Lin
Source: Interactive Learning Environments. 2024 32(7):3279-3296.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Grade 3
Descriptors: Scaffolding (Teaching Technique), Grade 2, Grade 3, Science Instruction, Teacher Student Relationship, Discussion (Teaching Technique), Discourse Analysis, Knowledge Level, Student Attitudes, Emotional Response, Psychological Patterns, Foreign Countries, Private Schools, Metropolitan Areas
Geographic Terms: Canada
DOI: 10.1080/10494820.2023.2172046
ISSN: 1049-4820
1744-5191
Abstract: The way teachers support students' Knowledge Building discourse may influence their subsequent discourse moves and emotions. However, in previous research on Knowledge Building, teacher scaffolding was rarely scrutinized, especially in offline Knowledge Building discourse; neither was how the support is associated with students' discourse moves or emotions. This study addressed these issues by examining how two teachers scaffolded the offline Knowledge Building discourse of a class of students from grade 2 to grade 3 and the associations between teacher scaffolding and students' discourse moves and emotions. Through discourse analysis, we identified a few patterns of teaching scaffolding for Knowledge Building, including giving instructions, asking for elaboration, revoicing, asking for explanations, inviting different ideas, and inviting new directions. Using correlation analyses, we found positive correlations between teacher asking for explanations and students providing partial or elaborated explanations. Teacher inviting new directions was positively correlated with students' questions. There was a negative correlation between teacher asking for elaboration and student curiosity. This study has implications for how teacher support can be designed to foster desired student discourse moves and emotions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441101
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1441101
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers Scaffold Student Discourse and Emotions in Knowledge Building Classrooms
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gaoxia+Zhu%22">Gaoxia Zhu</searchLink><br /><searchLink fieldCode="AR" term="%22Feng+Lin%22">Feng Lin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2024 32(7):3279-3296.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Metropolitan+Areas%22">Metropolitan Areas</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10494820.2023.2172046
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1049-4820<br />1744-5191
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The way teachers support students' Knowledge Building discourse may influence their subsequent discourse moves and emotions. However, in previous research on Knowledge Building, teacher scaffolding was rarely scrutinized, especially in offline Knowledge Building discourse; neither was how the support is associated with students' discourse moves or emotions. This study addressed these issues by examining how two teachers scaffolded the offline Knowledge Building discourse of a class of students from grade 2 to grade 3 and the associations between teacher scaffolding and students' discourse moves and emotions. Through discourse analysis, we identified a few patterns of teaching scaffolding for Knowledge Building, including giving instructions, asking for elaboration, revoicing, asking for explanations, inviting different ideas, and inviting new directions. Using correlation analyses, we found positive correlations between teacher asking for explanations and students providing partial or elaborated explanations. Teacher inviting new directions was positively correlated with students' questions. There was a negative correlation between teacher asking for elaboration and student curiosity. This study has implications for how teacher support can be designed to foster desired student discourse moves and emotions.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1441101
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1441101
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10494820.2023.2172046
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 3279
    Subjects:
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Metropolitan Areas
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Teachers Scaffold Student Discourse and Emotions in Knowledge Building Classrooms
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gaoxia Zhu
      – PersonEntity:
          Name:
            NameFull: Feng Lin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1049-4820
            – Type: issn-electronic
              Value: 1744-5191
          Numbering:
            – Type: volume
              Value: 32
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Interactive Learning Environments
              Type: main
ResultId 1