Luciano Gasser , David Preisig , Anna Frei , Yvonne Dammert , Sara Egger , P. Karen Murphy
{"title":"文学干预对小学高年级小组讨论互动质量的影响","authors":"Luciano Gasser , David Preisig , Anna Frei , Yvonne Dammert , Sara Egger , P. Karen Murphy","doi":"10.1016/j.learninstruc.2024.101996","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Literary discussions represent a promising interaction context for the development of social, linguistic, and cognitive skills among children and adolescents. The one-year intervention of this study is based on a critical-analytic approach (Gasser et al., 2022; Murphy et al., 2009), focusing on the argumentative and inclusive quality of interactions in small group discussions about high-quality children's literature.</p></div><div><h3>Aims</h3><p>The goal is to study the effectiveness of this literary intervention on observed socio-emotional and instructional interaction quality in small group discussions about a moral dilemma text.</p></div><div><h3>Sample</h3><p>The sample included 51 teachers and 159 small groups from fourth- and fifth-grade classrooms.</p></div><div><h3>Method</h3><p>The study is based on a cluster-randomized control group design with three measurement occasions, considering the multi-level structure of the data (L1: measurement occasions, L2: small groups, L3: teachers). Interaction quality in discussions was measured by the Classroom Assessment Scoring System (CLASS).</p></div><div><h3>Results</h3><p>Multilevel growth curve analyses show positive changes in both socio-emotional and instructional interaction quality in small group discussions in the intervention group, but not in the control group.</p></div><div><h3>Conclusions</h3><p>The results are discussed with reference to the potential of literary discussions for an integrated approach to promoting socio-emotional and academic learning.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 101996"},"PeriodicalIF":4.7000,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001233/pdfft?md5=dabb94407685882c1700644f55c71045&pid=1-s2.0-S0959475224001233-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Effects of a literary intervention on interaction quality in small-group discussions in the upper elementary grades\",\"authors\":\"Luciano Gasser , David Preisig , Anna Frei , Yvonne Dammert , Sara Egger , P. Karen Murphy\",\"doi\":\"10.1016/j.learninstruc.2024.101996\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Literary discussions represent a promising interaction context for the development of social, linguistic, and cognitive skills among children and adolescents. The one-year intervention of this study is based on a critical-analytic approach (Gasser et al., 2022; Murphy et al., 2009), focusing on the argumentative and inclusive quality of interactions in small group discussions about high-quality children's literature.</p></div><div><h3>Aims</h3><p>The goal is to study the effectiveness of this literary intervention on observed socio-emotional and instructional interaction quality in small group discussions about a moral dilemma text.</p></div><div><h3>Sample</h3><p>The sample included 51 teachers and 159 small groups from fourth- and fifth-grade classrooms.</p></div><div><h3>Method</h3><p>The study is based on a cluster-randomized control group design with three measurement occasions, considering the multi-level structure of the data (L1: measurement occasions, L2: small groups, L3: teachers). Interaction quality in discussions was measured by the Classroom Assessment Scoring System (CLASS).</p></div><div><h3>Results</h3><p>Multilevel growth curve analyses show positive changes in both socio-emotional and instructional interaction quality in small group discussions in the intervention group, but not in the control group.</p></div><div><h3>Conclusions</h3><p>The results are discussed with reference to the potential of literary discussions for an integrated approach to promoting socio-emotional and academic learning.</p></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"95 \",\"pages\":\"Article 101996\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-09-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001233/pdfft?md5=dabb94407685882c1700644f55c71045&pid=1-s2.0-S0959475224001233-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001233\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001233","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Effects of a literary intervention on interaction quality in small-group discussions in the upper elementary grades
Background
Literary discussions represent a promising interaction context for the development of social, linguistic, and cognitive skills among children and adolescents. The one-year intervention of this study is based on a critical-analytic approach (Gasser et al., 2022; Murphy et al., 2009), focusing on the argumentative and inclusive quality of interactions in small group discussions about high-quality children's literature.
Aims
The goal is to study the effectiveness of this literary intervention on observed socio-emotional and instructional interaction quality in small group discussions about a moral dilemma text.
Sample
The sample included 51 teachers and 159 small groups from fourth- and fifth-grade classrooms.
Method
The study is based on a cluster-randomized control group design with three measurement occasions, considering the multi-level structure of the data (L1: measurement occasions, L2: small groups, L3: teachers). Interaction quality in discussions was measured by the Classroom Assessment Scoring System (CLASS).
Results
Multilevel growth curve analyses show positive changes in both socio-emotional and instructional interaction quality in small group discussions in the intervention group, but not in the control group.
Conclusions
The results are discussed with reference to the potential of literary discussions for an integrated approach to promoting socio-emotional and academic learning.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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