Effects of a literary intervention on interaction quality in small-group discussions in the upper elementary grades

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-09-09 DOI:10.1016/j.learninstruc.2024.101996

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Abstract

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.

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文学干预对小学高年级小组讨论互动质量的影响

背景文学讨论是儿童和青少年发展社交、语言和认知能力的一个很有前景的互动环境。本研究采用批判分析法（Gasser 等人，2022 年；Murphy 等人，2009 年）进行为期一年的干预、样本样本包括来自四年级和五年级教室的 51 名教师和 159 个小组。方法研究基于分组随机对照组设计，有三个测量场合，考虑到数据的多层次结构（L1：测量场合，L2：小组，L3：教师）。结果多层次成长曲线分析表明，干预组在小组讨论中的社会情感和教学互动质量都发生了积极变化，而对照组则没有。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

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.