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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788
A Coefficient of Agreement for Nominal Scales
Cohen, J. (1960) · Educational and Psychological Measurement · doi:10.1177/001316446002000104 · Cited by 42,398
A Simple Sequentially Rejective Multiple Test Procedure
(1979) · Scandinavian Journal of Statistics · doi:10.2307/4615733 · Cited by 21,526
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Cohen, P., Cohen, P., West, S. G., & Aiken, L. S. (2014) · Psychology Press eBooks · doi:10.4324/9781410606266 · Cited by 20,870
Hierarchical Linear Models: Applications and Data Analysis Methods.
Longford, N. T., Bryk, A. S., & Raudenbush, S. W. (1993) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2075823 · Cited by 18,773
Structural Equations with Latent Variables
Bollen, K. A. (1989) · Wiley series in probability and statistics · doi:10.1002/9781118619179 · Cited by 17,944
Structural Equations with Latent Variables.
Clogg, C. C., & Bollen, K. A. (1991) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2072165 · Cited by 17,475
Testing Structural Equation Models.
Mueller, C. W., Bollen, K. A., & Long, J. S. (1994) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2074955 · Cited by 14,211
Conditional logit analysis of qualitative choice behavior
McFadden, D. L. (1972) · eScholarship (California Digital Library) · Cited by 14,203
Politeness : Some Universals in Language Usage
Brown, P. (1987) · Cited by 11,901
Research works printed but not linked: 10
- Ames C, 1984, Research on motivation in education: Vol. 1. Student motivation
- Finney DJ, 1971, Probit analysis
- Forman E, 1985, Culture, communication and cognition, 323
- Holm S, 1979, Scandanavian Journal of Statistics, 6, 65
- Joreskog K, 2001, LISREL
- Lilien DM, 1995, Eviews
- Meloth MS, 1992, Paper presented at the annual meeting of the American Educational Research Association
- Peterson PL, 1984, The social context of instruction, 126
- Tsui AB, 1994, English conversation
- Webb NM, 1999, Cognitive perspectives on peer learning, 117
Cited by
Sorted by citations
The teacher's role in promoting collaborative dialogue in the classroom
Webb, N. M. (2008) · British Journal of Educational Psychology · doi:10.1348/000709908x380772 · Cited by 618
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories
Asterhan, C. S. C., & Schwarz, B. B. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1155458 · Cited by 338
The Teacher’s Role in Implementing Cooperative Learning in the Classroom
Gillies, R. M., Ashman, A. F., & Terwel, J. (2007) · Springer eBooks · doi:10.1007/978-0-387-70892-8 · Cited by 271
van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015) · Instructional Science · doi:10.1007/s11251-015-9351-z · Cited by 220
Taking it to the classroom: Number board games as a small group learning activity.
Ramani, G. B., Siegler, R. S., & Hitti, A. (2012) · Journal of Educational Psychology · doi:10.1037/a0028995 · Cited by 200
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
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 ›
Are you an author, or do you see a problem with this page? Request a review
