{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124219"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124219","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Investigating noisy classrooms: Analysis of small groupwork and teacher-group interactions","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["Palaguachi, Christian W"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["D'Angelo, Cynthia","Lane , H. 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The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Christian Palaguachi, accepted the attached license on 2024-03-28 at 11:57.","The student, Christian Palaguachi, submitted this Thesis for approval on 2024-03-28 at 14:40.","This Thesis was approved for publication on 2024-03-29 at 16:16.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20274 on 2024-09-16 at 00:33:37","Teachers use a variety of teacher-group interactions to support, sustain, and increase small group work and group discussion. These strategies include conferring interactions like nudging, funneling, and eliciting/probing that help students examine their previous or current conceptual understanding. Conversations found in these teacher-group interactions are complex and difficult to code for and interpret. In this study, researchers use a mixed-method and multimodal approach to examine the relationship between teacher-group interactions and group discussion before and after teacher-group interaction. This study specifically focuses on following one teacher, as they navigate from group to group constructing different types of teacher-group interventions to check-in, elicit student thinking, and facilitate group discussion. In this study, researchers explore the different ways that non-lexical speech analytics can help examine collaborative and cooperative learning in small group work. Results of this study demonstrate that a majority of teacher-group interactions lead to increased group discussion after teacher-group interaction. Furthermore, by coding the quality of teacher-group interactions by conferring interactions, nudging had higher percentage of interactions with increased group discussion after teacher-group interaction occurred compared to the other conferring and non-conferring interactions. In exploring teacher-group conversations, I observed how probing/eliciting and nudging change the types of conversation students have during and after teacher-group interactions."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Investigating noisy classrooms: Analysis of small groupwork and teacher-group interactions"]}]}],"canonical_facts":{"dc:contributor":["D'Angelo, Cynthia","Lane , H. Chad","Krist, Christina"],"dc:creator":["Palaguachi, Christian W"],"dc:date":["2024-05","2024-03-29"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Christian Palaguachi, accepted the attached license on 2024-03-28 at 11:57.","The student, Christian Palaguachi, submitted this Thesis for approval on 2024-03-28 at 14:40.","This Thesis was approved for publication on 2024-03-29 at 16:16.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20274 on 2024-09-16 at 00:33:37","Teachers use a variety of teacher-group interactions to support, sustain, and increase small group work and group discussion. These strategies include conferring interactions like nudging, funneling, and eliciting/probing that help students examine their previous or current conceptual understanding. Conversations found in these teacher-group interactions are complex and difficult to code for and interpret. In this study, researchers use a mixed-method and multimodal approach to examine the relationship between teacher-group interactions and group discussion before and after teacher-group interaction. This study specifically focuses on following one teacher, as they navigate from group to group constructing different types of teacher-group interventions to check-in, elicit student thinking, and facilitate group discussion. In this study, researchers explore the different ways that non-lexical speech analytics can help examine collaborative and cooperative learning in small group work. Results of this study demonstrate that a majority of teacher-group interactions lead to increased group discussion after teacher-group interaction. Furthermore, by coding the quality of teacher-group interactions by conferring interactions, nudging had higher percentage of interactions with increased group discussion after teacher-group interaction occurred compared to the other conferring and non-conferring interactions. In exploring teacher-group conversations, I observed how probing/eliciting and nudging change the types of conversation students have during and after teacher-group interactions."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124219"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Christian Palaguachi"],"dc:subject":["Small Groups","Classrooms","Teacher-group Interactions","Audio Analysis","Conferring Interactions"],"dc:title":["Investigating noisy classrooms: Analysis of small groupwork and teacher-group interactions"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}