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UBC Theses and Dissertations
Children’s talk in collaborative settings Garcia, Rosamar
Abstract
This study describes children's talk in collaborative settings. It illustrates conversations between students as they participate in writing, problem solving, and music composition activities. The study discusses the features of collaborative talk, describes the ways that students participate in groups, and offers a rationale for supporting the development of this speech genre in cliildren. As well, it is an account of one teacher's experience with action research. It provides commentary on shifting beliefs and their implications for practice. Using a case study design, four participants aged eight and nine years old were observed in their classroom setting. A total of seven lessons in Mathematics, Science, Language Arts and Music were recorded. Children participated in both teacher-posed problem activities and student-designed, self-directed experiences. Methods of analyzing the data were adapted from two sources: Barnes and Todd's (1977) analysis of discourse moves and Well's (1983) system of insightful observation and analysis.
Item Metadata
| Title |
Children’s talk in collaborative settings
|
| Creator | |
| Publisher |
University of British Columbia
|
| Date Issued |
1995
|
| Description |
This study describes children's talk in collaborative settings. It
illustrates conversations between students as they participate in
writing, problem solving, and music composition activities. The
study discusses the features of collaborative talk, describes the ways
that students participate in groups, and offers a rationale for
supporting the development of this speech genre in cliildren. As well,
it is an account of one teacher's experience with action research. It
provides commentary on shifting beliefs and their implications for
practice. Using a case study design, four participants aged eight and
nine years old were observed in their classroom setting. A total of
seven lessons in Mathematics, Science, Language Arts and Music
were recorded. Children participated in both teacher-posed problem
activities and student-designed, self-directed experiences. Methods
of analyzing the data were adapted from two sources: Barnes and
Todd's (1977) analysis of discourse moves and Well's (1983) system of
insightful observation and analysis.
|
| Extent |
7335523 bytes
|
| Genre | |
| Type | |
| File Format |
application/pdf
|
| Language |
eng
|
| Date Available |
2009-01-19
|
| Provider |
Vancouver : University of British Columbia Library
|
| Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
|
| DOI |
10.14288/1.0078121
|
| URI | |
| Degree | |
| Program | |
| Affiliation | |
| Degree Grantor |
University of British Columbia
|
| Graduation Date |
1995-11
|
| Campus | |
| Scholarly Level |
Graduate
|
| Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.