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Part 1: Document Description
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Citation |
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Title: |
Replication data for: Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups |
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Identification Number: |
doi:10.23642/USN.14456133 |
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Distributor: |
DataverseNO |
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Date of Distribution: |
2023-09-08 |
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Version: |
1 |
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Bibliographic Citation: |
Kristiansen 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, V1 |
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Citation |
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Title: |
Replication data for: Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups |
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Identification Number: |
doi:10.23642/USN.14456133 |
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Authoring Entity: |
Kristiansen Selma Dzemidzic (University of South-Eastern Norway) |
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Producer: |
University of South-Eastern Norway |
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Distributor: |
DataverseNO |
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Distributor: |
University of South-Eastern Norway |
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Access Authority: |
USN Research Data Support |
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Depositor: |
University of South-Eastern Norway |
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Date of Deposit: |
2023-09-08 |
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Holdings Information: |
https://doi.org/10.23642/USN.14456133 |
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Study Scope |
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Keywords: |
Other, Video data transcription, video excerpts(transcribed), thematic analysis categories clarification, pupil's assignments code, Education, Primary Education (excl. Maori), face-to-face promotive interaction;, cooperative learning, cooperative practice;, peer support |
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Abstract: |
DATASET 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> |
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Methodology and Processing |
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Sources Statement |
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Data Access |
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Notes: |
<a href="http://creativecommons.org/licenses/by/4.0">CC BY 4.0</a> |
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Other Study Description Materials |
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Related Publications |
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Citation |
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Title: |
Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups |
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Identification Number: |
10.3390/educsci11050195 |
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Bibliographic Citation: |
Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups |
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Label: |
Excerpts of video sessions.docx |
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Text: |
Excerpts of video sessions.docx |
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Notes: |
application/vnd.openxmlformats-officedocument.wordprocessingml.document |
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Label: |
Readme.txt |
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Text: |
Readme.txt |
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Notes: |
text/plain |
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Label: |
SA-G1-Ses. 1 Eng.docx |
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Text: |
SA-G1-Ses. 1 Eng.docx |
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Notes: |
application/vnd.openxmlformats-officedocument.wordprocessingml.document |
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Label: |
SA-G1-Ses.1. Eng.docx |
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Text: |
SA-G1-Ses.1. Eng.docx |
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Notes: |
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Text: |
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Notes: |
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Text: |
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Text: |
SB-G2-Ses.2. Eng.docx |
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application/vnd.openxmlformats-officedocument.wordprocessingml.document |
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Label: |
Table 1.docx |
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Text: |
Table 1.docx |
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Notes: |
application/vnd.openxmlformats-officedocument.wordprocessingml.document |