Replication data for: Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groupsdoi:10.23642/USN.14456133DataverseNO2023-09-081Kristiansen Selma Dzemidzic, 2023, "Replication data for: Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups", https://doi.org/10.23642/USN.14456133, DataverseNO, V1Replication data for: Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groupsdoi:10.23642/USN.14456133Kristiansen Selma DzemidzicUniversity of South-Eastern NorwayDataverseNOUniversity of South-Eastern NorwayUSN Research Data SupportUniversity of South-Eastern Norway2023-09-08OtherVideo data transcriptionvideo excerpts(transcribed)thematic analysis categories clarificationpupil's assignments codeEducationPrimary Education (excl. Maori)face-to-face promotive interaction;cooperative learningcooperative practice;peer supportDATASET MIGRATED FROM FIGSHARE: <p dir="ltr">This study provides insight into interpersonal behaviour and supportive communication as two aspects of pupils' face-to-face promotive interactions(FtFPI). Sixteen pupils 9–10 years of age were videotaped in four structured mixed-ability groups during CL sessions. Using a thematic hybrid approach, the study found that pupils used verbal and non-verbal features for co-learners’ responsive actions during FtFPI. However, the findings also revealed some factors that interfere with the pupils’ FtFPI, such as having insufficient knowledge and personal skills about peer attention, encouragement and praising.</p><h2>Abstract</h2><p dir="ltr">Promoting pupils’ face-to-face promotive interaction (FtFPI) is crucial for effective cooperative learning (CL) in group work. This article provides insight into interpersonal behaviour and supportive communication as two important aspects of FtFPI. Sixteen pupils 9–10 years of age were videotaped in four structured mixed-ability groups during CL sessions at two primary schools in post-war Bosnia and Herzegovina (BiH). The features of FtFPI that pupils use for peer support in small CL groups and on interfering factors that pupils encounter during FtFPI were analysed using a thematic hybrid approach. The study found that pupils used verbal and non-verbal features for co-learners’ responsive actions during FtFPI. However, the findings also revealed some factors that interfere with the pupils’ FtFPI, such as having insufficient knowledge and personal skills about peer attention, encouragement and praising. The study recommends that future studies should implement the intervention necessary to foster both teachers’ and pupils’ understanding and functional knowledge of FtFPI for successful small CL groups.</p><p dir="ltr"><br></p><a href="http://creativecommons.org/licenses/by/4.0">CC BY 4.0</a>Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups10.3390/educsci11050195Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning GroupsExcerpts of video sessions.docxExcerpts of video sessions.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentReadme.txtReadme.txttext/plainSA-G1-Ses. 1 Eng.docxSA-G1-Ses. 1 Eng.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentSA-G1-Ses.1. Eng.docxSA-G1-Ses.1. Eng.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentSA-G1-Ses.2 Eng.docxSA-G1-Ses.2 Eng.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentSA-G2-Ses.1 Eng.docxSA-G2-Ses.1 Eng.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentSA-G2-Ses.1. Eng.docxSA-G2-Ses.1. Eng.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentSB-G1-Ses.1 Eng.docxSB-G1-Ses.1 Eng.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentSB-G2-Ses.1. Eng.docxSB-G2-Ses.1. Eng.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentSB-G2-Ses.2 Eng.docxSB-G2-Ses.2 Eng.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentSB-G2-Ses.2. Eng.docxSB-G2-Ses.2. Eng.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentTable 1.docxTable 1.docxapplication/vnd.openxmlformats-officedocument.wordprocessingml.document