Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22166
Title: 
Authors: 
Subjects: 
Classroom talk
Student outcomes
Cooperative learning
Scaffolding
Multilevel SEM
Issue Date: 
2020
Citation: 
Chan, M. (2020). A multilevel SEM study of classroom talk on cooperative learning and academic achievement: Does cooperative scaffolding matter? International Journal of Educational Research, 101, Article 101564. https://doi.org/10.1016/j.ijer.2020.101564
Abstract: 
Although exploratory talk between teachers and students and amongst students can promote positive learning experiences and cognitive development, it is the former that has dominated much of contemporary classroom discourse. Research over the past four decades has not provided a convincing response to whether some modes of talk may be more beneficial, and in what order. Using a quantitative approach, students were surveyed on five facets of classroom talk and teacher scaffolding of cooperative learning. Academic performance and background (individual and classroom compositional) characteristics were also examined. Findings are broadly consistent with literature in regard to the dominance of presentational teacher questions. However, conventional recitation instruction appears to be educationally valuable when used skillfully with exploratory talk and cooperative teacher scaffolds.
Description: 
This is the final draft, after peer-review, of a manuscript published in International Journal of Educational Research. The published version is available online at https://doi.org/10.1016/j.ijer.2020.101564
URI: 
ISSN: 
0883-0355 (print)
1873-538X (online)
DOI: 
Project number: 
OER 20/09 DH
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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