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Shaping classroom social experiences through collaborative small‐group discussions.

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Title: Shaping classroom social experiences through collaborative small‐group discussions.
Authors: Lin, Tzu‐Jung, Kraatz, Elizabeth, Ha, Seung Yon, Hsieh, Ming‐Yi, Glassman, Michael, Nagpal, Manisha, Sallade, Rebecca, Shin, Sangin
Source: British Journal of Educational Psychology. Mar2022, Vol. 92 Issue 1, p131-154. 24p. 8 Charts.
Subjects: Collaborative learning, Small groups, Interpersonal relations, English teachers, Elementary education, School children, Adults
Geographic Terms: United States
Abstract: Background: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social‐emotional learning into academic activities to maximize the potential for learning and development. Aims: This study examined the effects of collaborative small‐group discussions on students' classroom social experiences at the interpersonal and intrapersonal levels. Sample: The study included 250 students (Mage = 10.98, female = 52%) and six teachers from 12 English language arts fifth‐grade classrooms in two public schools in the United States. Methods: Students were assigned to one of three conditions: Collaborative Social Reasoning (CSR), Read‐Aloud (RA), or Regular Instruction (RI). Students in the CSR condition participated in recurrent collaborative small‐group discussions about stories related to complex social‐moral issues, including friendship, social exclusion, ethics of care, and responsibility. Students in the RA condition read the same stories without discussions. Results: Collaborative Social Reasoning students were more socially accepted by peers and were less aggressive to others compared to students in the other conditions. RA students revealed more aggressive behaviour than other groups. In a post‐intervention interview, CSR students reported improved communication and group work strategies, ability to maintain harmonious relationships, and class participation. A higher proportion of CSR students in the CSR than the other conditions reported experiencing positive change in classroom relationships. Teacher interviews were used in conjunction with student interviews to triangulate conclusions from qualitative interview data. Conclusion: Findings suggest effective ways to structure collaborative small‐group discussions to foster positive classroom social experiences with peers. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: Shaping classroom social experiences through collaborative small‐group discussions.
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  Data: <searchLink fieldCode="AR" term="%22Lin%2C+Tzu‐Jung%22">Lin, Tzu‐Jung</searchLink><br /><searchLink fieldCode="AR" term="%22Kraatz%2C+Elizabeth%22">Kraatz, Elizabeth</searchLink><br /><searchLink fieldCode="AR" term="%22Ha%2C+Seung+Yon%22">Ha, Seung Yon</searchLink><br /><searchLink fieldCode="AR" term="%22Hsieh%2C+Ming‐Yi%22">Hsieh, Ming‐Yi</searchLink><br /><searchLink fieldCode="AR" term="%22Glassman%2C+Michael%22">Glassman, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Nagpal%2C+Manisha%22">Nagpal, Manisha</searchLink><br /><searchLink fieldCode="AR" term="%22Sallade%2C+Rebecca%22">Sallade, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Shin%2C+Sangin%22">Shin, Sangin</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Mar2022, Vol. 92 Issue 1, p131-154. 24p. 8 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Small+groups%22">Small groups</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br /><searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink>
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  Data: Background: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social‐emotional learning into academic activities to maximize the potential for learning and development. Aims: This study examined the effects of collaborative small‐group discussions on students' classroom social experiences at the interpersonal and intrapersonal levels. Sample: The study included 250 students (Mage = 10.98, female = 52%) and six teachers from 12 English language arts fifth‐grade classrooms in two public schools in the United States. Methods: Students were assigned to one of three conditions: Collaborative Social Reasoning (CSR), Read‐Aloud (RA), or Regular Instruction (RI). Students in the CSR condition participated in recurrent collaborative small‐group discussions about stories related to complex social‐moral issues, including friendship, social exclusion, ethics of care, and responsibility. Students in the RA condition read the same stories without discussions. Results: Collaborative Social Reasoning students were more socially accepted by peers and were less aggressive to others compared to students in the other conditions. RA students revealed more aggressive behaviour than other groups. In a post‐intervention interview, CSR students reported improved communication and group work strategies, ability to maintain harmonious relationships, and class participation. A higher proportion of CSR students in the CSR than the other conditions reported experiencing positive change in classroom relationships. Teacher interviews were used in conjunction with student interviews to triangulate conclusions from qualitative interview data. Conclusion: Findings suggest effective ways to structure collaborative small‐group discussions to foster positive classroom social experiences with peers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell 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.)
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              Text: Mar2022
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