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Dissertations / Theses on the topic 'Small group education'

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Published: 4 June 2021
Last updated: 21 February 2023

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1

Lee, Myung Dong. "A small group ministry through biblical counseling education." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p036-0400.

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2

Kan, Wing-yuen. "Small group learning in mathematics." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264628.

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3

Mervich, Ned. "A handbook for leading small group discussions." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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4

Kan, Wing-yuen, and 簡永源. "Small group learning in mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960200.

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5

Venter, Isabella Margarethe. "Group constitution for small group learning in the field of information technology." Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/28916.

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6

Johnson, Karen Y. "Teachers' Perceptions of the Use of Small-Group Tutorial." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2000.

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This study addressed the implementation of the tutorial program currently in use at an urban school district in Mississippi. Because successful completion of assessments is a graduation requirement, the study site implemented the tutorial program to help at-risk students improve their academic outcomes on state-mandated assessments in Biology I, United States History, English II, Algebra I. The purpose of this study, guided by Bloom's theory of mastery learning, was to examine the perceptions of the teachers who served as tutors in the program. Using the narrative inquiry method, the research focused on the implementation of the tutorial program, the perceived impact of the program on the academic achievement of at-risk students and what changes would benefit the program. Interviews were conducted with a purposive sample of 10 tutors. Data were collected using open-ended questions in semi-structured interviews that were transcribed and coded. Emergent themes indicated the program needed more administrative support, better parental notification, and better communication between tutors. While the results suggested that the program was beneficial for at-risk students, recommendations were made to further improve the program's delivery through the development of an executive report to school administration and an evaluation report to stakeholders. Suggested modifications included designating a specific time for tutors collaboration and administrators taking a more active role during the implementation of the program. Modifications made to the existing tutorial program could lead to positive social change by increasing the academic success on both the state-mandated examinations and in academic classes, thus leading to increasing the graduation rates of at-risk students.
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7

Simon, Peter A. "Social Network Theory In Engineering Education." Research Showcase @ CMU, 2014. http://repository.cmu.edu/dissertations/377.

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Collaborative groups are important both in the learning environment of engineering education and, in the real world, the business of engineering design. Selecting appropriate individuals to form an effective group and monitoring a group’s progress are important aspects of successful task performance. This exploratory study looked at using the concepts of cognitive social structures, structural balance, and centrality from social network analysis as well as the measures of emotional intelligence. The concepts were used to analyze potential team members to examine if an individual's ability to perceive emotion in others and the self and to use, understand, and manage those emotions are a factor in a group’s performance. The students from a capstone design course in computer engineering were used as volunteer subjects. They were formed into groups and assigned a design exercise to determine whether and which of the above mentioned tools would be effective in both selecting teams and predicting the quality of the resultant design. The results were inconclusive with the exception of an individual's ability to accurately perceive emotions. The instruments that were successful were the Self-Monitoring scale and the accuracy scores derived from cognitive social structures and Level IV of network levels of analysis.
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Mui, Chak-pong Michael. "Effectiveness of small group instruction for children with severe mental handicap." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042794.

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9

Rector, Merrit E. "The small church ministry where the adult Sunday education becomes viable /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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10

Lin, Yih-Sheue. "Small group work in a social justice classroom /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7765.

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11

Williams, Donald A. "The Nature of Discourse in Small Group Discussions During Reflective Teaching /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382449356.

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12

Strasberger, Daniel. "The Efficacy of Varying Small Group Workshops in the Composition Classroom." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/english_theses/9.

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This I.R.B. approved study takes a look at the efficacy of small group workshops in the composition classroom and whether it is more beneficial for a student to remain in the same small groups between drafts, or whether it is better to change small groups and get a new set of eyes on a new draft. In my first-year English Composition course, ENG 103: Writing About Writing, I take a look at two different assignments, the Personal Narrative and the Research Paper, and how they changed over three drafts. Altering the group workshops for the first and second drafts, I administered surveys to scale how helpful the workshops were. To verify the results, I chose four different sets of essays to look at as case studies and break down how the drafts changed depending on the workshops. In the end, this study attempts to show how altering how small group workshops are run can be beneficial for the writer.
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13

Robinson, Ariel. "Small Group Read Aloud with Nonfiction and Fiction Literature in Preschool." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877164.

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The purpose of this study was to investigate teacher’s roles and children’s responses during small group read aloud with fiction and nonfiction literature in one preschool classroom. This instrumental case study draws from three theoretical orientations: sociocultural theory, reader response theory, and the emergent literacy perspective. Two preschool teachers and 19 children were video and audio recorded as they participated in small group read aloud events that occurred during choice time in their classroom twice per day. Transcripts of interviews and small group read aloud sessions were analyzed. Analysis included open coding, axial coding, and constant-comparative techniques to reach data saturation.

Research findings suggest that teachers employed similar and different scaffolding and modeling strategies when reading fictional and nonfiction literature, differentiated instruction for younger and older children, as well as responded aesthetically to fictional stories and efferently to nonfiction texts. Children utilized a range of meaning making strategies and responded both aesthetically and efferently to both types of text. Older children served as peer models for their younger classmates.

This study has several implications. Future research should investigate read aloud with fiction and nonfiction literature with different populations of teachers and children, repeated readings of nonfiction literature, and large versus small group read aloud in preschool. Implications for preschool teachers include careful selection of fiction and nonfiction literature, employing additional reading strategies for nonfiction, differentiating instruction for younger and older preschoolers, and reading across the efferent-aesthetic continuum with both types of text. Preschool administrators should make reading instruction with fiction and nonfiction texts a priority. Early childhood teacher education faculty can support preservice teachers’ capacities to read fiction and nonfiction literature with children.

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14

Leeming, Ian Paul. "EMERGENT LEADERS AND SMALL GROUPS IN THE EFL CLASSROOM." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/268203.

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Applied Linguistics
Ph.D.
Small groups are integral for many activities in the foreign language classroom and their pedagogical importance is well established. Despite the widespread use of groups in foreign language education, there is a dearth of research investigating group processes and the impact of emergent leaders within these groups. This mixed-methods, longitudinal study was designed to first establish the presence of emergent leaders within an SLA context, and then to investigate the factors influencing who will emerge as the leader, and the impact they have on the views and performance of the group. First-year students majoring in science at a private university in western Japan were placed into three English Communication classes depending on their major within the school, and further randomly assigned to small groups of three to four people within each class. Students worked together in these groups for the first semester spanning 14 weeks and were required to take part in group presentations and group discussions. Measures of aural and general English ability, English communication self-efficacy, and the Big Five dimensions of personality were used to predict who would emerge as leaders within each group, and group and individual change was tracked using measures of self- and collective-efficacy. Participant and video observation, and interview data were used to provide rich description of the intra-group processes. In the second semester the students were allowed to self-select their groups, which were then fixed for the 14-week course. The first finding of the study was that leaders emerged in the small groups in this context, and proficiency in English was found to be the only consistent predictor of group leader emergence, with extroversion predicting initial perceptions of leadership only. The second finding of the study was that individuals' perceived leadership was relatively stable when in the same group, but that when the group makeup was changed there were large differences in the perceived leadership scores, suggesting that leadership behavior depends on the group in which students are in, and that group makeup influences individual student behavior. The third finding was that different types of leader were found to exist, with visible leaders who were easily identified by the teacher, and invisible leaders who were recognized by group members to be leader, but not clear to the teacher. The fourth finding was that collective-efficacy was existed as a group-level construct in this context, and growth models showed that self-efficacy increased for students in both the first and second semesters, and that the group experiences in the first semester seemed to influence rates of change in self-efficacy in the second semester, suggesting that the products of previous group experiences carry into subsequent group work and affect attitudes and behavior. The fifth finding was that students select group members based on friendship, but that students had mixed preferences with regard the choice between random group formation and self-selection into groups. Students almost universally felt that changing group members at regular intervals of several weeks was beneficial. Overall the study highlighted the importance of group makeup, and particularly leadership in this context, and showed that behavior in the language classroom was heavily influenced by group members.
Temple University--Theses
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15

Astin, Paul. "Personalization in small learning communities supporting teachers' new roles in a conversion small learning community middle school /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1693037431&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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16

Fujimoto, Donna T. "Agreement and Disagreement: Novice Language Learners in Small Group Discussion." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/191866.

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English
Ed.D.
While the small group discussion is widely used in language classes, there is little empirical research on its efficacy. This research specifically focuses on novice level language students in order to understand the ways that they express agreement and disagreement in group interaction. This study utilizes the methodological framework of Conversation Analysis conducting a micro-analysis of student turn-taking practices and their embodied behavior. This research uncovered the fact that the novice level language learners utilized resources that are not generally considered when investigating agreement and disagreement. Nonverbal actions such as smiles and gaze shifts accomplished affiliative work mitigating disagreement turns. Facial expression, laughter, and gestures were often relied on to compensate for deficits in grammar and lexicon. A second finding of the research was that the students were able to accomplish significantly more as members of a group than they could as individuals. The multi-person context created a framework enabling members to participate. The students demonstrated a high level of collaboration, joining in word searches, successfully constructing collaborated completions, and frequently offering support to each other through receipt tokens, nods, and smiles. They proved to be each other's best resource. Another finding of the study was the importance of basic patterns of turns in effective group discussion. For example, in order for an argumentative sequence to emerge, a third response was expected: Turn 1, the claim; Turn 2, disagreement; and, Turn 3, defense, counterattack, or concession by the first speaker or a different speaker. For less skillful groups where topics were not well developed, only two-part sequences were utilized, not allowing subsequent and related talk to occur. Finally, this study contributes to research on the acquisition of disagreement strategies. Surprisingly, in expressing disagreement, these novice level language students employed a number of different means to express disagreement that were more often associated with advanced learners. For example, they delayed their disagreement turns, and they utilized accounts, exemplification, and elaboration when disagreeing. Though these students were not always able to express themselves fluently, they were nevertheless quite capable in expressing agreement and disagreement in the target language.
Temple University--Theses
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17

Zehnder, Scott C. "Student learning and cognition in cooperative small groups : towards a fourth metaphor of human learning." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/717.

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Research into the benefits of cooperative learning has focussed most attention onto a social psychological perspective with the result that the putative cognitive benefits of these strategies have not been thoroughly researched and clearly delineated. One consequence of this research focus has been that cooperative learning strategies are not always adopted by teachers and included permanently into their regular classroom practice, thereby possibly denying some students the potential for cognitive gain. This study was conceived originally as an investigation into the claimed cognitive benefits of small-group cooperative learning from a cognitive perspective but the investigation of the cooperative learning literature also led to an investigation of the general learning literature base. Recent research suggested that human learning might not have been described adequately by the earlier perspectives. Some authors contended that a fourth metaphor of human learning may be emerging from the socio-cultural perspectives. Investigating how students learn in cooperative situations was seen as a potential vehicle for the wider investigation of a fourth metaphor. It was against this background that the present study was undertaken. Learning was not seen in terms of a dichotomy between the main cognitivist and socially based perspectives so a pluralist approach was adopted in this study in an attempt to reconcile some of the differences between the main perspectives. Process-product research has been criticised for providing a narrow view of the classroom lives of students. Additionally, critics of laboratory-based research have argued for research to regain its connection with real classroom settings. Given the contentions of several authors, this study was conceived as non-positivist, naturalistic and pluralist within the post-modernist era. Five groups of students at two schools were recruited for this qualitative case study. The students' learning from five purpose-designed lessons was tracked through their transcribed discussions and their recall in "learning journals". Journal data were collected as much as twelve months after the last lesson was completed, enabling the longitudinal tracking of student learning. A major finding of the research was the strong mediational effects on student learning of the classroom context and the group within the classroom. The nature of student talk also impacted strongly upon student learning. Evidence was found of both individual and social construction of knowledge. Knowledge sometimes seemed to appear initially as a group construct but was later modified significantly by the students' individual minds. Although all knowledge originated in socio-cultural contexts, usually through the ultimate human social semiotic of language, the final form of the knowledge appeared highly individual and idiosyncratic. The idiosyncratic nature of the students' learning led the researcher to posit that knowledge resided in the individual neural structures of the brain. This "mind-as-brain" proposition was advanced as a contribution towards a fourth metaphor of human learning. The findings suggested several implications for teachers about the recommended procedures for small-group cooperative learning. Implications for research included further neuroscience investigations into human learning because of the potential for this kind of research to inform practice.
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18

Mui, Chak-pong Michael, and 梅澤邦. "Effectiveness of small group instruction for children with severe mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958151.

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19

Morse, Lenore Booth. "A descriptive study of student-centered small-group discussion of eight short stories /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598748020051.

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20

Watson, Gale Ann. "The use of small-group instruction to support remedial students in college mathematics /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940665434461.

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21

Nel, Gerrit Oosthuizen. "Kooperatiewe leer as 'n aspek van kleingroepwerk in die primere skool." Thesis, Stellenbosch : Stellenbosch University, 1990. http://hdl.handle.net/10019.1/67300.

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Thesis (MEd)--Stellenbosch University, 1990.
ENGLISH ABSTRACT: Small group work is a complex educational method which requires of the teacher not only a thorough knowledge of group work methods and group dynamic processes, but also thorough advance planning and organising before its implementation. Before the teacher implements small group 'Work in his class-room, he should formulate clear aims and objectives to serve as guideline for group activities. During small group work distinctive activities are undertaken and to increase the success of these activities, the teacher will have to create a positive climate which promotes the teaching and learning process. As with the creation of climate, the composition of the group is a variable which can be controlled by the teacher. The correct group composition will not only lead to more effective group functioning, but will also contribute to a healthy esprit de corps. Small group work implies a dramatic shift in emphasis in respect of the traditional roles of teacher and pupil. The role of the pupil (learner) changes from that of a passive listener to that of an active participant and discussion partner in the teaching and learning process. The role of the teacher who has been regarded as almost the only source and transmitter of knowledge, changes to that of a facilitator who leads and motivates the pupil to become an enquirer-learner. To be able to participate effectively in small group activities requires certain skills of pupils. Two skills, namely communication and problemsolving, which should be taught to the pupils purposefully and in a structured way, are described in this study. The success of small group work is to a large extent determined by these two skills. Co-operative learning is an educational technique which involves the pupil in becoming co-responsible for his own teaching and lea~ning process. Cooperative learning is described as an aspect of small group work where heterogeneous groups of approximately five members each, function interdependently of one another in order to attain a group aim. Co-operative learning techniques are aimed at eliminating, to a large extent, the passivity and isolation which may occur during ordinary group w0rk, as each group member is actively involved in the learning process. Co-operative learning techniques is also aimed at developing the pupil as a whole because components such as communication development, problem solving, socialising, conflict handling and leadership development are all involved. In this way the pupil may be better prepared to take his place in a complex society which is constantly making higher demands. The application of co-operative learning techniques in small group context may also offer a solution to the problems of combined and ever growing classes at present experienced in education.
AFRIKAANSE OPSOMMING: Kleingroepwerk is 'n komplekse onderrigmetode wat vereis dat die leerkrag nie aIleen oor deeglike kennis van groepwerkmetodes en groepdinamiese prosesse moet beskik nie, maar ook deeglik moet beplan en organiseer voordat dit gelmplementeer kan word. Voordat die leerkrag kleingroepwerk in sy klaskamer implementeer, moet hy eers duidelike doelstellings en doelwitte formuleer wat groepaktiwiteite kan rig. Tydens kleingroepwerk word eiesoortige aktiwiteite beoefen en om die sukses van hierdie aktiwiteite te verhoog, word die leerkrag genoop om 'n aangename positiewe klimaat te skep wat bevorderlik is vir die onderrig en leerproses. Soos klimaatskepping is groepsamestelling 'n veranderlike wat deur die leerkrag beheer kan word. Die korrekte groepsamestelling lei nie aIleen tot meer effektiewe groepfunksionering nie, maar kan ook bydra tot 'n gesonde groepgees. Kleingroepwerk impliseer 'n dramatiese klemverskuiwing ten opsigte van die tradisionele rolle van leerkrag en leerling. Die rol van die leerling (leerder) verander vanaf passiewe luisteraar na aktiewe deelnemer en medegespreksvennoot in die onderrig-en-leerproses. Die leerkrag wat feitlik as die enigste kennisbron en kennisoordraer beskou word, se rol verander nou na fasiliteerder wat eerder die leerling lei en motiveer om ondersoekendlerend op te tree. Om effektief aan kleingroepaktiwiteite deel te neem, vereis dat leerlinge oor sekere vaardighede moet beskik. In hierdie studie word twee vaardighede, naamlik kommunikasie en probleemoplossing beskryf wat doelbewus en gestruktureerd aan leerlinge geleer en ingeoefen moet word. Die sukses van kleingroepwerk word in 'n groot mate deur hierdie twee vaardighede bepaal. Kooperatiewe leer is 'n onderrigtegniek wat die leerling betrek om mede-verantwoordelikheid vir sy eie onderrig-en-leerproses te aanvaar. Kooperatiewe leer word beskryf as 'n aspek van kleingroepwerk waar heterogene groepe van ongeveer vyf lede elk interafhanklik van mekaar funksioneer ten einde dip. groepdoel te bereik. Kooperatiewe Ieertegnieke is oaaro: gemik om passiwiteit en isolasie w,at tydens gewone groepwerk mag voorkom in 'n groot mate te elimineer aangesien elke groeplid aktief by die leerproses betrek word. Kooperatiewe leertegnieke het ook ten doel om die leerling in sy totaliteit te laat ontwikkel aangesien komponente soos kommunikasie-ontwikkeling, probleemoplossing, sosialisering, konflikhantering en leierskapontwikkeling ter sprake kom. Sodoende kan die leerling beter voorberei word om sy plek in 'n komplekse samelewing wat steeds hoer eise stel, vol te staan. Die toepassing van kooperatiewe leertegnieke binne kleingroepverband bied ook moontlik 'n oplossing vir probleme van gekombineerde en groterwordende klasse wat tans in die onderwys ervaar word.
Stellenbosch University
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22

Mikaelian, Mariet. "The transformative learning experiences of Southern California church-based small group members." Thesis, Biola University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10243650.

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The main purpose of this research was to explore the ways the members of church-based small groups of various denominations in Southern California have experienced transformative learning, and to identify the factors that contribute to that experience.

A qualitative research was conducted. Purposeful sampling was used, and the data was collected by semi structured interviews between May to September 2015. The interviewees had at least two years of experience in a church-based small group and had experienced a major change in their worldviews and values. A total of 22 people from six different churches were selected. Data was analyzed using the program NVivo 10.

The data analysis was done in two main sections. In the first section the transformative learning experiences of the participants were discussed. Some of the transformative learning experiences of the participants had started outside the small group, but the small group supported the person during the hard time of transformation. In the second section factors that fostered transformative learning were discussed. Ten major themes came up: relationships, Bible, God, good examples, problems, ministry, Christian literature, willingness, preaching of the church and church retreats. The most prominent theme was relationship, which had two main subcategories: Small group and one on one relationships. Small group in itself had nine subcategories: praying, discussion, love, sharing, accountability, transparency, support, fellowship and safe environment.

Implications of the study were presented: the church should faithfully teach the Bible; the church should provide opportunities for the members to get connected and develop relationships; to foster transformation within the small group, besides studying the Bible, the leader should provide room for discussions, sharing and fellowship; to support the members during transformation the group should be a safe haven, the Bible should be taught, but also relationships should be nurtured by sharing, praying for each other and holding each other accountable; role models should be available; serving should be encouraged; the members should be exposed to Christian literature; joining sermon-based small groups should be encouraged ; the group leaders should be attentive to the Spirit’s works and flexible to adapt their plans.

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Robinson, Andrew Meredith Lewin. "Discussing the evidence : small group work in the history class." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004588.

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This is a small-scale research study on the discovery method of teaching history through the medium of small-group discussion. The study begins with a brief outline of the theoretical background to these topics, as well as of some of the extant research in the field. The class selected for the study is the standard seven class of a boys' high school. After the researcher has instructed the whole standard in an historical area which is unfamiliar to the pupils, twelve groups of three each are selected and withdrawn from the rest of the class, one group at a time. These thirty-six pupils become the "experimental" group; the rest of the pupils become the "control" group . The groups are selected according to different intellectual criteria and presented with stimulus material of one of three kinds, which is intended to aid them in their discourse. Each group is given the same set of three questions to discuss and, without further assistance by the researcher, the discussion takes place. This is recorded on audio-tape. After all the group discussions have been recorded, an assessment test is given to the whole standard, both experimental and control pupils. At the end of the school term a compulsory examination question is inserted in the history examination. The statistical data forthcoming from these assessments are correlated and the results analysed. Meanwhile, transcripts of all the group discussions have been made and these are analysed on a qualitative basis in terms of the groups' intellectual composition and according to the type of stimulus material used, and the results are recorded. The concept of "leaderless" groups is briefly discussed in the light of the dealings of the various groups in the study. The researcher finally feels justified in concluding that small groups are an ideal medium for the handling of evidence- based learning in history. He also has certain observations to make on the performance of groups of mixed (as opposed to homogeneous) ability as well as on the success of certain types of stimulus material towards initiating profitable discussion.
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24

Jenkins, Lorna R. "Children's ministry in the whole church and in small groups." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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25

Luker, Patricia. "Academic staff development in universities with specific reference to small group teaching." Thesis, University of Nottingham, 1989. http://eprints.nottingham.ac.uk/11724/.

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The research project and its subsequent writing up in this thesis has had three primary aims, which have been to carry out and present: 1. a detailed, qualitative consideration and evaluation of the aims and expectations of participants - both lecturers and students - in small group teaching in a university; 2. a scientifically-based analysis of the practice of small group teaching across six faculties within that university, focusing on amounts of lecturer talk and student talk, the nature of that talk and the interaction patterns between the participants; 3. an exploration, using information from two recently completed surveys, of the existing level of motivation within one other university amongst its staff to act on such results as this project yields. The first three chapters serve as an introduction to the main issues within the thesis, to the design of the research programme itself and to the literature, which has informed the total project. An extended bibliography is also included, to inform further detailed study. Chapters Four and Five focus on the consideration of aims of participants, the subsequent two chapters on the analysis of the practice of small group teaching as exemplified in the video-recorded data collected. Chapter Eight presents an exploration of the current climate and context, into which the above research findings and recommendations are to be introduced. It is concluded from these various analyses of data that there is much scope for improvement not only of performance in university small group teaching, but also in perceptions of performance. Additionally it is feared that the current level of motivation to act upon such conclusions is low. It is recommended that further research is needed into models of staff development in institutions, in order that university provision might be so organised as to increase its effectiveness.
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Eckardt, Patricia N. "Teacher and student supportive academic discourse while engaged in small group fourth-grade literacy lessons." Thesis, Fordham University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632088.

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This hypothesis-generating study initially sought to understand teacher and student supportive interactions within a literacy classroom. The researcher began with a thorough examination of three reading instructional methodologies that purported to be based on teacher support. Questioning the Author, Reciprocal Teaching, and The Scaffolded Reading Experience were reviewed, because the researcher had anticipated witnessing such scaffolds within literacy lessons. Data were then gathered in a small group, fourth-grade, reading class. Following data collection and analyses, however, the researcher recognized supportive instructional interactions derived from teacher and student academic discourse rather than predetermined reading programs purporting to be based upon foundations of teacher scaffolds. Due to this finding, the researcher narrowed the study's focus and questioned the nature of student and teacher supportive interactions, namely academic discourse, while engaged in fourth-grade small group literacy time. Four episodes from this reading lesson were intensively investigated. Exploratory talk and presentational discourse were two primary talk types evidenced. Based on transcript analysis and triangulation of data, findings from this qualitative study generated two hypotheses that addressed classroom concerns. Analyses of data suggested supportive academic discourse may enhance student inquiry when reading challenging texts in class, and classrooms in which exploratory talk is prompted may lead to increased conceptual learning. The researcher proposes altering the nature of a traditional and hierarchical academic discourse pattern to one based upon democratic principles. A less structured discourse pattern consisting of the sequence inquire, wait, think, and share may offer students authentic learning opportunities that intrinsically inspire inquiry.

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27

Lewis, Natalie J. "Re-visioning emotional intelligence through a study of small group learning in medical education." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437631.

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28

Martinez-Roldan, Carmen Maria. "The power of children's dialogue: The discourse of Latino students in small group literature discussions." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289185.

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This study examines the discourse of second grade bilingual students participating in small group literature discussions over one academic year. The main research question is "What is the nature of the talk in which second-grade bilingual Spanish/English students engage as they discuss children's literature in small groups?" The study is based on a qualitative research design, using methods and techniques from ethnography and case study research, and was conducted in a collaboration with a teacher researcher. It describes the conversations of 21 Latino students, Mexican American children from working-class families, during 19 literature discussions. Each literature discussion consisted of four small groups of students for a total of 75 literature circles. Ten students were English dominant, and 11 were Spanish dominant. The students were sometimes grouped by language dominance, but most of the time they were heterogeneous groups where both English and Spanish dominant students talked with each other about the same self-selected book. Nine students and 11 literature circles were chosen as case studies to examine in depth the range of the students' responses to literature. Data gathering methods included field notes from participant observation, audiotapes, transcripts, videotapes of 75 literature circles, and samples of the students' written responses to literature. Through a detailed description and analysis of the children's responses to literature, this study documents how young bilingual children can have sophisticated literary responses and meaningful discussions of texts given opportunity and an appropriate context. Small group literature discussions, informed by Rosenblatt's reader-response theory, are proposed to be a crucial component of an intellectually challenging curriculum, especially in facilitating various forms of talk about text. This study shows that the small groups created a collective zone of proximal development for students' meaningful discussions. The findings of this research illustrate that there is no need for delaying children's development of critical thinking until they first learn to decode, emphasizing skills at the expense of content and thoughtfulness. A collaborative approach to research where the classroom teacher participates in the study is also proposed as an effective research model aimed toward educational change.
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Roe, Kathryn R. "Enhancing student learning through small group and class discussions following inquiry-based laboratory experiments." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Shue, Winona, and Alissa Lange. "Gender Differences in Spatial Language During Preschool Small Group Geometry Activities." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/222.

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Introduction: This study investigated the use of spatial language by preschool teachers and children in 12 preschool classrooms to see if there are gender differences in the length and amount of spatial language teachers used with preschool boys versus girls or in the language boys versus girls used, during small group geometry activities. Spatial language, which includes words that explain the configuration of objects and their location in an environment, is related to math skill more broadly (Verdine, Bunger, Athanasopoulou, Golinkoff, & Hirsh-Pasek, 2017). Research indicates that girls are scoring lower on spatial skill tests as early as third grade (Levine et al., 1999), so this study aims to determine if one of the contributors may be differences in the way teacher or child language varies at an early age. Research Questions 1. Will teachers use words from all three categories of spatial language during geometry small group activities in preschool? 2. How much of the teachers’ spatial language use during geometry small group activities is directed at boys versus girls? 3. Will children use words from all three categories of spatial language during geometry small group activities in preschool? 4. How much spatial language are boys using versus girls during geometry small group activities Methods: Teacher and child language was coded in videotaped observations of preschool geometry activities collected for a larger study. The resulting data were not normally distributed so frequency counts and duration were analyzed using Mann-Whitney U tests. To further analyze the results from my Mann-Whitney U tests, I ran correlations for both preschool boys and preschool girls. Results and Conclusion: Mann-Whitney U tests showed a significantly longer duration of teachers’ use of spatial language towards preschool boys versus girls (p = .03) and of preschool boys’ versus girls’ own use of spatial language (p = .04). The frequency of spatial words used was not statistically significant for either teachers or preschoolers. There was no positive correlation that occurred for the preschool boys in terms of how long the teacher talked to them and the boys’ use of spatial language. There was a positive correlation in terms of the frequency with which the teacher talked to the girls and the girls use of spatial language. Though the boys’ spatial language was not related to the amount of time teachers’ used spatial language, the fact that girls spatial language was may suggest in general girls are more sensitive to teachers’ verbal interactions and their cues for responding. Children’s understanding of spatial language is important and contributes to their continued understanding of other important concepts as they progress through their education. Therefore, it is important that children gain an early confidence and skill in using spatial language. Preschool teachers have an opportunity to support them in developing their skills in this area through their own use of spatial language as well as the way in which they encourage children to use it themselves.
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Shue, Winona. "Gender Differences in Spatial Language During Preschool Small Group Geometry Activities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3464.

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This study investigated the use of spatial language by preschool teachers and children (ages 3-5 years) in 12 preschool classrooms to see if there are gender differences in the length and amount of spatial language used toward and by preschool boys versus preschool girls. Frequency counts and duration were analyzed using Mann-Whitney U tests and correlations. Mann-Whitney U tests showed that duration of the teachers’ use of spatial language towards preschool boys versus girls (p = .03) and preschool boys’ versus girls’ use of spatial language (p = .04) were statistically significant, p < .05. The frequency of spatial language was not statistically significant for either teachers or preschoolers. Correlation analyses revealed various statistically significant relationships among frequency and duration variables. The study of gender differences in spatial language should continue to investigate further what may be causing girls not to use spatial language for long period of times.
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Daredia, Afshan Saleem. "Effectiveness of small-group sessions in enhancing students generic skills at the Shifa College of Nursing, Islamabad, Pakistan." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85907.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: There is no dearth of evidence of the importance of facilitation for the effectiveness of small-group teaching. However, there is hardly any local literature on the knowledge of untrained facilitators and how they apply this knowledge to develop generic skills in students. Needs identified through this study have provided an insight into the areas requiring formal training that could be useful for developing nursing-faculty development programmes.
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Moscovitz, Kara. "The effects of group communication processes on treatment outcomes in school-based problem solving teams /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7821.

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Oriogun, Peter Kehinde. "Towards understanding and improving the process of small group collaborative learning in software engineering education." Thesis, London Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529790.

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The research aim of this submission for PhD by Prior Output is to understand and improve the process of small group collaborative learning in software engineering education. The research portfolio supporting the submission specifically deals with a number of background studies (the establishment of an optimal software life cycle process model for teaching software engineering in the small group collaborative setting) leading to the development of an appropriate pedagogical approach for underpinning small group learning, understanding the type of learning interaction that was taking place within such small group learning, and finally, the development of appropriate methods for analysing collaborative small group learning in software engineering education. In the portfolio of work submitted for the PhD, I have systematically investigated my research aim and problem in studies involving 241 different students over a period of 8 years. I contend in my submission that I have made a significant contribution to knowledge in my quest to understand and improve the process of small group collaborative learning in software engineering education within higher education, in order to prepare students for employment in software engineering by (i) developing and testing a documentation toolkit for collaborative problem-based learning (ii) a methodological tool for analysing and understanding inter-rater reliability (iii) a framework for the development of teamwork and cognitive reasoning when learning in small groups.
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Aguirre, Angelica A. "AN EVALUATION OF INDIVIDUAL AND SMALL GROUP EQUIVALENCE-BASED INSTRUCTION IN A GENERAL EDUCATION CLASSROOM." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1098.

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The following studies examined the effectiveness and the efficiency of individual and small group equivalence-based instruction on English and math relations with elementary school children. The first experiment implemented a multiple-probe design across three typically developing third graders using an automated procedure to evaluate the stimulus equivalence paradigm (SEP) on establishing English and math equivalence classes. Since some researchers have proposed that covert behavior facilitates in the formation of equivalence classes (Horne & Lowe, 1996; Stromer, Mackay, & Remington, 1996), the second experiment examined the possible role of covert behavior, more specifically, a visual imagining strategy, on correct responding after remedial instructional sessions. To further extend SEP into more academic environments, the third experiment used an observational learning procedure to evaluate the formation of English and math symmetry relations as well as the formation of equivalence classes in a small group format. The emergence of topography-based responding was also assessed after instruction for all three experiments.
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Segrest, Krist B. "Equipping a selected group of potential adult teachers of Northpark Baptist Church in Trussville, Alabama to lead an empact Bible study group." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.053-0300.

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Li, Mimi. "Small Group Interactions in Wiki-Based Collaborative Writing in the EAP Context." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5254.

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Due to recent developments in Web 2.0 technologies, computer-mediated collaborative writing has captured the growing attention of second language researchers and instructors. The affordance of wikis for collaborative writing has been hailed, but few studies have explored the nature of wiki collaboration and interaction during small group writing using wikis. This dissertation investigated dynamic group interactions in wiki-based collaborative writing tasks in an English for Academic Purposes (EAP) course at a southeastern public research university in the U.S. A total of twenty-nine English as a Second Language graduate students collaboratively worked on two writing tasks within small groups in Wikispaces sites. By adopting a multiple-case study approach, I closely examined four small groups that had diverse L1 background composites and presented a comprehensive picture of students' wiki-based collaborative writing. Informed by sociocultural theory, particularly the notions of scaffolding and zone of proximal development, I explored small group interactions to derive how they negotiated writing tasks, co-constructed writing, and mutually scaffolded wiki writing processes. I also examined what factors mediated the dynamic interactions, and in what ways the interactions influenced wiki writing products and connected with students' reflections about wiki collaborative writing. The triangulated data sources included archived wiki "Discussion," "Comments," "History," and "Page" records, pre-task and post-task questionnaire surveys, post-task and follow-up interviews, students' reflection papers, instructors' assessment of students' wiki group writing, and my research logs. In terms of the data analysis, I mainly conducted qualitative procedures using constant comparative method and content analysis, supplemented with descriptive analysis. The results revealed that the four small groups demonstrated four characteristic patterns of interaction. The patterns were not static across two wiki writing tasks. Mixed patterns were found in Group 1 (Collective-- Active/withdrawn) and Group 3 (Dominant/defensive-- Collaborative). Group dynamics were also evident in Group 2 (Expert/novice) and Group 4 (Cooperating in parallel). These patterns were featured with language functions that small groups performed while negotiating writing tasks, writing change functions that they performed while constructing joint texts, and scaffolding strategies that they applied throughout collaborative writing processes. In addition, multiple factors mediated small groups' wiki interactions: motives/goals, agency and emotion, and prior experiences in such aspects of cultural background, small group work, and technology use. Moreover, the group interactions had influences on joint wiki writing products and also connected with students' reflections about wiki affordances and their learning experiences. This study bridged the gap in computer-mediated collaborative writing research, and also shed new light on the networked writing pedagogy in the EAP context.
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Sparks, Stacy Elaine. "Relationship between student achievement, remediation, and small group learning in large introductory chemistry courses /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Lehman, Iris Elaine. "Constuctivist Inquiry for the Study of History: Learning from Small-Group Discussions in an American Studies Classroom." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392302516.

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Lehman, Iris Elaine. "Constructivist inquiry for the study of history : learning from small-group discussions in an American Studies classroom /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794844082486.

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Schmidt, Sarah McGrady. "The Impact of Professional Development on Reading Achievement and Teacher Efficacy in Delivering Small Group Reading Instruction." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499449877.

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Literacy is an equity issue of significant importance; students who do not read on grade level by the end of third grade are more likely to drop out of high school and less likely to attend post-secondary education (Lesnick, Goerge, Smithgall, & Gwynne, 2010). Early interventions in Kindergarten through second grade can ameliorate problems which struggling readers experience (Torgesen, 2004). Teachers are poorly prepared to provide the type of intervention instruction necessary to assist these struggling students (Birman, Desimone, Porter, & Garet, 2000; Neuman & Cunningham, 2009). The purpose of this mixed-methods participatory action research study was to examine the effects of professional development designed on principles of effectiveness and factors influencing self-efficacy on student reading achievement and self-efficacy beliefs of participating teachers in K through second grade. A dependent sample t-test showed students of teachers participating in professional development demonstrated statistically significant increases in reading achievement, as measured by the PALs concept of word assessments and guided reading level. The Teachers’ Sense of Efficacy for Literacy Instruction (TSELI) instrument assessed teachers feelings of efficacy pre and post training; a dependent sample t-test demonstrated teachers experienced statistically significant increases in literacy self-efficacy. Interview data indicated that the verbal persuasion, vicarious and mastery experiences from the professional development impacted their feelings of self-efficacy. Recommendations include: implement future professional development based on the study model; train remaining teachers in the same manner; employ a part-time literacy supervisor to ensure fidelity going forward.
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Hudson, James M. "The Role of Chatrooms in Facilitating Learning Behaviors in Small Group Discussions." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/10441.

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Primary and secondary school students (Setzer, Lewis, and Greene, 2005), college students (I. E. Allen and Seaman, 2003, 2004), and corporate employees (Galvin, 2002) are all engaging more and more in some form of online or blended online/face-to-face education. Given the large number of pedagogical and design choices that we must make, however, where do we begin when designing new environments? I argue that its important for us to consider how technological design choices interact with pedagogical choices and cognitive states to affect learning behaviors. To illustrate this, I examine the impact of synchronous chat media on educational discussions. Specifically, I ask two questions: (1) Since research has often reported that chat environments promote conversational equity (e.g., Warschauer, 1997), which features of synchronous text-based chat seem to help create conversational equity? and (2) how does this change impact the content of small group discussions? Using ethnographic-style observations and quasi-experimental studies, I show how changing conversational media influences (or doesnt) the resulting discussion among students. I present three results: * Certain properties of the chat medium seem to discourage conversational dominance by any one individual through (a) denying that individual mechanisms to control the conversational floor and (b) reducing the inhibition felt by shy or otherwise disempowered students. * The choice of medium does not seem to affect the quality of discussion content nearly as much as other variables. * Efficiency is diminished in chatrooms; achieving quality discussions online requires significantly more time because (a) typing is slower than speaking and (b) students are able to do other, parallel activities while engaging in a chat discussion. In the conclusion, I examine the broader implications of these findings for the design of conversational environments, whether for educational or business use.
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Dexel, Levi A. "Qualitative Examination of the Group Development Process Within an Adventure Programming Context." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1244478793.

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Dostal, Elizabeth J. "Lift every voice readers' response as a small group counseling tool at the secondary level /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dostale.pdf.

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Sarver, Tammie, Jane Tingle Broderick, and Lynn Lodien. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4227.

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Learning to organize the diverse interests of small groups in a Reggio inspired emergent curriculum is complex. No need to move all children through a process. Several small interest groups can emerge and thrive. Teachers can be sure that all children will receive significant learning from the diverse interest groups through the thoughtful and consistent use of small group and whole group classroom meetings. Techniques and real life examples will be shared. Discussion will be encouraged.
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Broderick, Jane Tingle, and T. Sarver. "Managing Diverse Investigation Threads in Emergent Inquiry Classrooms Using Whole and Small Group Classroom Meetings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4234.

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Pitts-Hill, Kim. "A descriptive study of the use of a problem solving heuristic in a cooperative small group setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/886.

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This research is in the area of small group cooperative learning. Cooperative learning groups range in size from two to eight students and have, as a central focus, students working collaboratively to achieve common goals. Generally members of the group have their individual a:1d group responsibilities and the task is usually not completed unless every member participates in the activity. Exponents of cooperative learning methods claim that student achievement and understanding of the content is equal if not better than learning under traditional methods due to increased social skills, improved self esteem, and the reduced effects of ethnic differences or physical disabilities (Good & Brophy, 1991, p. 415). This descriptive study builds upon the work of King, Barry, Maloney and Tayler (1994) in analysing student talk in small group work. The research participants are four students in a target group and their teacher, in a class of 29 year seven students, in a government primary school. Seven problem solving lessons form the content for the study which is based on a cognitive psychological framework. The study employs both qualitative and quantitative data collection to analyse the relationship between the teacher's instructional talk and student talk in regard to the use of a problem solving heuristic in problem solving activities. Results of the study provide a greater understanding of the relationship between the teacher's instructional goals and the students' perception of, and use of this instruction, in small group cooperative learning. It also provides some insight into the implications for teachers' use of the small group learning strategy. In turn this has implications for teacher educators and the professional development of teachers in small group cooperative learning techniques.
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Quinn, Mary A. "Measuring Tutoring Effectiveness by Program Delivery Model: Small Group Tutoring Compared to Tutoring in Labs in Mathematics, Physics, and Accounting." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2963.

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This study examines the effectiveness of two common tutoring program delivery models by analyzing tutored and nontutored students' grades and semester grade point averages in three subject areas. The effects of gender, age (if 25 years or older), course, duration of tutoring, tutoring contacts, and contacts per week are also measured. The approach to the ex post facto study is quantitative and utilizes data from the Student Information System at Appalachian State University and from tutoring contact sheets. Areas of data presentation include analysis of covariance results for experimental group, gender, age (if 25 years or older), and course; and correlational results for duration of tutoring, tutoring contacts, and contacts per week. Statistical results from this research rejected 10 of the 72 null hypotheses at the $p < .05$ level, and four of the rejected hypotheses were directly linked to the effect of experimental group. Findings showed that students who received tutoring in labs in mathematics and accounting had the highest semester grade point averages, and females earned higher course grades in mathematics and accounting, regardless of whether they were tutored or not. Results also showed that students 25 years or older who were enrolled in a physics course earned higher semester grade point averages as compared to younger students, regardless of whether they were tutored or not. Conclusions of this study emphasize the need for additional research with more students in the subject area of physics and for qualitative approaches to answer the questions of why specific variables were significant. Results and conclusions have applicability for tutoring program administrators in other settings.
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Byron, Maria Kimlan. "Confronting the verbal/visual issue : the mathematical problem solving processes of a small group of female junior secondary students /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861796818465.

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Eastman, Vicki L. "Small group instruction : reading instruction utilizing learning style preferences and the reading achievement of first grade students." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560834.

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Two overlapping situations in the American educational environment have given fuel for this study: the NAEP reported that 34% of fourth grade students read below grade level and NCLB mandated that all children read on grade level by 2014. First grade students from a Midwestern elementary school participated in an after school reading club that met daily. This reading experience was different from others because these first grade students were grouped by learning style preferences. Meanwhile, many classroom teachers respond to the challenge of differentiating reading instruction based solely on students’ reading ability levels creating a forever “reading below grade level” for struggling readers placed in low reading groups. The primary purpose of this study was to explore reading instruction utilizing learning style preferences of first grade students. An overarching question for this study, “How might reading instruction (nurture) aligned with the child’s learning style preference (nature) impact the child’s reading achievement?” To investigate this question the researcher created a supplemental reading experience after school by grouping children by their learning style preference to differentiate instruction. Utilizing the right kind of quality instruction with the right level of intensity and duration with the right children at the right time created an effective preventive program (Torgesen, 1998). That is differentiated instruction! A pretest and posttest assessment was conducted using running record reading assessments focusing on the total number of errors recorded. This quantitative research design, randomized pretest-posttest control group analyzed the collected data using a one-way analysis of variance (ANOVA). The results of the one-way ANOVA analysis showed there was no significant difference in the posttests of the learning style treatment and the leveled reading control groups. Further analysis of the data revealed there was a significance comparing the pretest to the posttest within the treatment group and within the control group. This was important and implied grouping children by learning style preference for reading instruction may be an effective form of differentiation for small group reading instruction.
Department of Elementary Education
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