000			01954nam a22002897a 4500
003			OSt
005			20240918135209.0
008			240918b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/371.102/T179/2016
100			_aTarchi, Christian _911519
130			_aThe Journal of Educational Research _911399
245			_aReciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning _cby Christian Tarchi & Giuliana Pinto
300			_app. 518-530
336			_atext
337			_aunmediated
338			_avolume
440			_vvol. 109 n5 _x0022-0671
500			_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.
600		0	_aPinto, Giuliana _911520
650		0	_aTeaching _94663
650		0	_aTeaching, Methods of _911521
650		0	_aCooperative education _911522
700			_aPinto, Giuliana _911520
942			_2ddc _cPINDEX
999			_c8289 _d8289