TY - JOUR
T1 - Effects of teacher framing on student engagement during collaborative reasoning discussions
AU - Baker, Amanda R.
AU - Lin, Tzu Jung
AU - Chen, Jing
AU - Paul, Narmada
AU - Anderson, Richard C.
AU - Nguyen-Jahiel, Kim
N1 - Funding Information:
The research reported in this paper was supported by the Institute of Education Sciences , U.S. Department of Education, through Grants [R305T010250, R305G030070, R305A080347] to the University of Illinois, Richard C. Anderson, Principal Investigator. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. The authors are pleased to acknowledge the contributions of Mary Ann Jiang, Sarah Murtha, Il-Hee Kim, Li-Jen Kuo, Brian Miller, Ting Dong, and Xiaoying Wu to this research.
Publisher Copyright:
© 2017 Elsevier Inc.
PY - 2017/10
Y1 - 2017/10
N2 - Collaborative argumentation can enhance students’ reasoning, content learning, and interest, but these benefits are contingent upon high levels of student engagement. This study examined the influence of teacher framing strategies that provided autonomy support and structure on students’ engagement during Collaborative Reasoning discussions through the lens of self-determination theory. Transcripts and video recordings of 52 discussions in six fourth-grade classrooms were analyzed for (a) teacher framing strategies used to communicate structure and autonomy support for the upcoming discussion, (b) teacher scaffolding strategies used to enhance thinking and interaction during the discussion, and (c) students’ cognitive-behavioral and social-emotional engagement during the discussion. The findings identified certain teacher framing and teacher scaffolding strategies that had a significant influence on student engagement. Notably, one teacher framing strategy, collaborative rule-setting, predicted higher cognitive-behavioral and social-emotional engagement after controlling for the effects of teacher scaffolding during the discussions. The evidence suggests that providing task structure in autonomy-supportive ways can enhance student engagement during collaborative argumentation.
AB - Collaborative argumentation can enhance students’ reasoning, content learning, and interest, but these benefits are contingent upon high levels of student engagement. This study examined the influence of teacher framing strategies that provided autonomy support and structure on students’ engagement during Collaborative Reasoning discussions through the lens of self-determination theory. Transcripts and video recordings of 52 discussions in six fourth-grade classrooms were analyzed for (a) teacher framing strategies used to communicate structure and autonomy support for the upcoming discussion, (b) teacher scaffolding strategies used to enhance thinking and interaction during the discussion, and (c) students’ cognitive-behavioral and social-emotional engagement during the discussion. The findings identified certain teacher framing and teacher scaffolding strategies that had a significant influence on student engagement. Notably, one teacher framing strategy, collaborative rule-setting, predicted higher cognitive-behavioral and social-emotional engagement after controlling for the effects of teacher scaffolding during the discussions. The evidence suggests that providing task structure in autonomy-supportive ways can enhance student engagement during collaborative argumentation.
KW - Autonomy support
KW - Collaborative argumentation
KW - Engagement
KW - Small-group discussion
KW - Structure
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U2 - 10.1016/j.cedpsych.2017.08.007
DO - 10.1016/j.cedpsych.2017.08.007
M3 - Article
AN - SCOPUS:85028501073
SN - 0361-476X
VL - 51
SP - 253
EP - 266
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
ER -