Adapting Teacher Interventions to Student Needs During Cooperative Learning: How to Improve Student Problem Solving and Time On-Task
Abstract
This study tested a model of teacher interventions (TIs) conducted during cooperative learning to examine how they affected students’ subsequent time on-task (TOT) and problem solving. TIs involved groups of ninth-grade students working on an algebra problem; videotaped lessons were transcribed and analyzed. Results showed that teachers initiated most TIs and typically did so when students were off-task or showed little progress. After TIs, students’ TOT and problem solving often improved. Teacher evaluations of student actions had the largest positive effects, serving as gatekeepers for other teacher actions. Higher levels of teacher help content tended to reduce post-TI TOT, while teacher commands reduced post-TI TOT only when a group grasped the problem situation. In summary, TIs can increase TOT and problem solving, especially if teachers evaluate students’ work.
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The effect of teacher support on on-task behavior and problem solving was greatest when teachers evaluated the group's progress and understanding, as the teachers could adapt their support to the needs of the students.
“It appeared that the effect of their support on on-task behavior and problem solving was greatest when teachers evaluated the group's progress and understanding, as the teachers could adapt their support to the needs of the students.”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Chiu (2004)
In subsequent group work, students collaboratively formulated an answer and helped each other, drawing on what the teacher had said, even though the teacher's support was not necessarily adaptive to every student within a group.
“Even though the teacher's support was not necessarily adaptive to every student within a group, in subsequent group work, students collaboratively formulated an answer and helped each other, drawing on what the teacher had said.”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Chiu (2004)
It is mainly the contingency of teacher support that determines the effectiveness of the support.
“Several studies suggest that it is mainly the contingency of teacher support that determines the effectiveness of the support.”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Chiu (2004)
Teacher support often had a positive effect on students' problem-solving behavior after the teacher left.
“Chiu (2004) showed that teacher support often had a positive effect on students' problem-solving behavior after the teacher left.”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Chiu (2004)
Previous studies suggest that it is mainly the contingency of teacher support that determines the effectiveness of the support in fostering students' learning.
“and these previous studies suggest that it is mainly the contingency of teacher support that determines the effectiveness of the support in fostering students' learning (Chiu, 2004;Meloth & Deering, 1999;Webb et al., 2009).”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Chiu, 2004
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- Authors
- Chiu, M. M.
- Affiliations
- Chinese University of Hong Kong (HK)
- Corresponding author
- Chiu, Ming Ming
- ORCID
- Chiu, Ming Ming
- Venue
- American Educational Research Journal
- Published
- 2004-01
- Volume
- 41
- Issue
- 2
- Pages
- 365-399
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2116642370
- Cited by
- 142
- References
- 67
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 10 · 2023: 7 · 2022: 8 · 2021: 8 · 2020: 5 · 2019: 17 · 2018: 6 · 2017: 13 · 2016: 7 · 2015: 14 · 2014: 6 · 2013: 8 · 2012: 4
- FWCI
- 4.18
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- teacher intervention, cooperative learning, time on task, student problem solving, algebra instruction, ninth grade students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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