Abstract
This comparative case study features two small groups of students engaging in collaborative dialog about social issues. Based on social constructivist theories, the two groups were compared across three major components of the small groups system: social dynamics, intellectual collaboration, and teacher scaffolding. Our goal was to holistically analyze these small group processes to understand why some small groups were highly successful while others were not, even within the same intervention and with the same teacher. Successful groups were those in which all students were able to access the conversational floor, many ideas were considered, students were able to share ideas and discuss collaboratively, and students were able to raise multiple forms of social reasoning to support and explain ideas. Change in social reasoning essay scores prior to and after the intervention were also considered as evidence of group success. Results show that teacher scaffolding and existing student processes served to amplify one another reciprocally. The teacher heightened productive social norms when they were present, which then served to encourage productive intellectual collaboration. However, when productive group norms were not present, the teacher took increasing control over the group, which further hampered productive social and intellectual interactions.
Highlights
Small group collaboration in classrooms is a complex and dynamic system in which various factors interact to influence student outcomes (Webb, 1982; Gillies, 2003)
We primarily focus on the processes of teacher scaffolding, social dynamics of the groups, and level of intellectual collaboration during collaborative small-group discussions and how these factors interact and vary between collaborative small groups (Figure 1)
Our study suggests that intellectual collaboration, including idea building and argumentation, is possible only when positive social dynamics are in place
Summary
Small group collaboration in classrooms is a complex and dynamic system in which various factors interact to influence student outcomes (Webb, 1982; Gillies, 2003). While quantitative methodologies have been valuable in identifying specific factors and their functioning, they are often limited in explaining how various factors interact with each other to Teacher Scaffolding of Small-Group Collaboration constitute the dynamic system as a whole (Yin, 1994). We employed comparative case study to analyze how two groups of students interacted with peers and their teacher throughout an established small-group intervention approach called Collaborative Social Reasoning (Lin et al, under review). This methodology enabled us to answer theory-informed questions while allowing us to address additional questions as they arose from observations (Yin, 1994; Merriam and Tisdell, 2016)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
