Language-rich discussions for English language learners

Jie Zhang; Richard C. Anderson; Kim Nguyen-Jahiel

International Journal of Educational Research Vol. 58, No. 1 (2013) pp. 44–60

A study involving 75 Spanish-speaking fifth graders from a school in the Chicago area investigated whether a peer-led, open-format discussion approach, known as Collaborative Reasoning, would accelerate the students’ English language development....

Language: English

Concurrent student-managed discussions in a large class

Ting Dong; Richard C. Anderson; Tzu-Jung Lin; Xiaoying Wu

International Journal of Educational Research Vol. 48, No. 5 (2009) pp. 352–367

Is it feasible to hold concurrent, small-group, peer-managed discussions in large elementary school classes? We sought an initial answer to this question in a fifth-grade class in Hefei, China. The 52 students in the class were divided into seven...

Language: English

Discourse Patterns during Children's Collaborative Online Discussions

Il-Hee Kim; Richard C. Anderson; Kim Nguyen-Jahiel; Anthi Archodidou

Journal of the Learning Sciences Vol. 16, No. 3 (2007) pp. 333–370

This article examines the discourse of 10 groups of children during text-based online discussions. Analysis of the discourse in the discussions showed that 8 different rhetorical moves, or argument stratagems, were used by most groups of children,...

The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth

Brian W. Miller; Richard C. Anderson; Joshua Morris; Tzu-Jung Lin; May Jadallah; Jingjing Sun

Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 67–80

Dialogue based approaches to education have been shown to benefit students through the quality of shared discourse. Warm conceptual change theories propose that these benefits are also mediated by increasing student engagement. Discourse and...

Language: English

Instructional discourse and argumentative writing

Joshua A. Morris; Brian W. Miller; Richard C. Anderson; Kim Thi Nguyen-Jahiel; Tzu-Jung Lin; Theresa Scott; Jie Zhang; Jingjing Sun; Shufeng Ma

International Journal of Educational Research Vol. 90, No. 1 (2018) pp. 234–247

Fifth-grade students from two urban school districts completed an integrated unit on wolves. Classes received either direct instruction (DI) or collaborative group work (CG). Analysis of reasoning in classroom talk indicated that CG students more...

Language: English

Instructional influences on English language learners' storytelling

Shufeng Ma; Richard C. Anderson; Tzu-Jung Lin; Jie Zhang; Joshua A. Morris; Kim Nguyen-Jahiel; Brian W. Miller; May Jadallah; Theresa Scott; Jingjing Sun; Kay Grabow; Beata M. Latawiec; Sherry Yi

Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 64–80

The goal of this study was to evaluate instructional influences on the storytelling of English Language Learners (ELLs). Participants were 210 fifth-grade Spanish-speaking ELLs (mean age = 10.8) from schools serving low-income neighborhoods in the...

Language: English