02082nam a22003017a 4500003000400000005001700004008004100021022001400062040000900076082002600085100003000111130004700141245013800188300001600326336000900342337001500351338001100366440002700377500108800404600002701492650001901519650003201538650003301570700002701603942001601630999001501646952011901661OSt20240918135209.0240918b        |||||||| |||| 00| 0 eng d  a0022-0671  cDSSC  aPer/371.102/T179/2016  aTarchi, Christian 911519  aThe Journal of Educational Research911399  aReciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning cby Christian Tarchi & Giuliana Pinto  app. 518-530  atext  aunmediated  avolume  vvol. 109 n5x0022-0671  aReciprocal teaching is one of the most successfully implemented cooperative learning practices, yet many aspects of the process it follows are still unclear. The author's aim was two-fold: To analyze whether reciprocal teaching activities diversity in discourse moves, communicative functions, and interaction sequences; and to determine whether reciprocal teaching needs to be based on prior work on student collaboration and cooperation skills in order to be effective (context dependency vs. context independency). Two groups with a different instructional background were compared: one with a teacher-centered and one with a student-centered approach. Forty-three third-grade students were led through a reciprocal teaching reading activity. Video recordings of each group were transcribed and analyzed at the micro level. Frequencies for each category were described and interpreted. The two groups did not differ significantly in the processes followed, indicating that reciprocal teaching is context independent and able to create interaction-rich and diverse environment. 


 0aPinto, Giuliana911520 0aTeaching94663 0aTeaching, Methods of911521 0aCooperative education911522  aPinto, Giuliana911520  2ddccPINDEX  c8289d8289  00102ddc4070aSPMT-CASbSPMT-CASd2024-09-18l0oPer/371.102/T179/2016r2024-09-18 00:00:00w2024-09-18yPINDEX