Conversational Behavior Reflecting Interpersonal Attitudes in Small Group Interactions

2015 ◽  
pp. 375-388 ◽  
Author(s):  
Brian Ravenet ◽  
Angelo Cafaro ◽  
Beatrice Biancardi ◽  
Magalie Ochs ◽  
Catherine Pelachaud
Keyword(s):  
Small Group ◽  
Group Interactions ◽  
Conversational Behavior ◽  
Small Group Interactions

Comparing Pair and Small Group Interactions on Oral Tasks

RELC Journal ◽  
2013 ◽  
Vol 44 (3) ◽  
pp. 361-375 ◽  
Author(s):  
Lasito ◽  
Neomy Storch
Keyword(s):  
Small Group ◽  
Group Interactions ◽  
Small Group Interactions

scholarly journals Modeling Functional Roles Dynamics in Small Group Interactions

2013 ◽  
Vol 15 (1) ◽  
pp. 83-95 ◽  
Author(s):  
Wen Dong ◽  
Bruno Lepri ◽  
Fabio Pianesi ◽  
Alex Pentland
Keyword(s):  
Small Group ◽  
Group Interactions ◽  
Functional Roles ◽  
Small Group Interactions

scholarly journals Other people’s voices: a reflective inquiry into power and voice within the classroom and the implications of researching one’s own practice

2019 ◽  
Vol 27 (105) ◽  
pp. 755-776 ◽  
Author(s):  
Melanie Santamaria ◽  
Gordon Ade-Ojo
Keyword(s):  
Small Group ◽  
Reflective Inquiry ◽  
Group Interactions ◽  
Audio Recordings ◽  
Small Group Interactions ◽  
Teacher Researcher ◽  
Teaching Interventions ◽  
The Moment ◽  
The Voice

Abstract The aim of this pilot case-study was two-fold: to explore the power and voice within small group interactions within a secondary school classroom and to explore the implications of researching one’s own practice as a teacher-researcher. Using Bakhtin’s theories of dialogism, audio recordings of one small group interactions were compared to student independent written work, in order to understand whose voices were used and how. Four main themes were identified: power and authority; positions of submission; silence and the voice of the text. The findings also highlighted how in the midst of teaching we can fail to see these power and identity dynamics; but the time and space of reflective research enables researchers to see beyond the moment and develop the capacity to see their teaching interventions and strategies anew to support the construction of new meaning.

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