The DOI matches its Crossref record; 65 of the 67 references it cites were found in a registry or an index.
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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“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 the citing paper
“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)
In the citing paper
“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)
In the citing paper
“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)
In the citing paper
“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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Metadata
- 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
- Social Sciences › Education › Mathematics Education and Pedagogy
- Keywords
- teacher intervention, cooperative learning, time on task, student problem solving, algebra instruction, ninth grade students
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