Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Language, Literacy, ED.D., Exceptional Education, and Physical Education

Major Professor

Jenifer J. Schneider, Ph.D.

Committee Member

Alexandra Panos, Ph.D.

Committee Member

Mandie Dunn, Ph.D.

Committee Member

Michael Sherry, Ph.D.

Keywords

cooperative learning, design based research, discourse analysis, discussion, multimodal, storytelling

Abstract

This study was situated at Mountain Middle School (Pseudonym). Students at Mountain Middle School often engage in collaborative compositions embedded within week-long multidisciplinary and multiage units of study called Odysseys. These units of study and the collaborative composition projects are classified as formal cooperative learning. Johnson et al., (2010) identified five elements that make cooperative learning effective. These effective elements are: “positive interdependence, individual accountability, promotive interaction, appropriate use of social skills, and group processing” (Johnson et al., 2010, p. 1). The teachers currently design collaborative learning experiences emphasizing four of the five elements of cooperative learning. Together, we identified group processing as the element currently missing from their lessons.

The purpose of this study was to develop a narrative reflection group processing tool to help teachers facilitate student discussion during group processing sessions to improve collaborative composition processes and products. Group processing is a reflective process in which students need clear instruction, guidance, and practice (Bertucci et al., 2012). According to Sutherland et al (2019), Group processing is often the essential element left out of cooperative learning because of time constraints, the erroneous belief that students are processing their group experience naturally as it happens, and because teachers lack guidance on how to facilitate group processing.

Using narrative reflection embedded within a sociocultural framework, I engaged in a Design Based Research process to develop a narrative reflection group processing tool. In the final version of the tool, small groups of students engaged in a four step reflection processes based on mini narratives, Dewey’s (1910, 1944, 1986; Rogers, 2002) theory of experiential learning, and the identification of effective actions for collaboration (Johnson & Johnson, 2009). Key findings include:

  • Without group processing, students identified problems, but they did not fully engage in a reflective process.
  • To facilitate group processing sessions, which students both want and need, teachers need to teach effective actions and use graphic organizers to guide students. This is aided by access to detailed facilitation guidelines.
  • Group processing helped students develop their understanding of leadership, reframe and redirect disruptive behavior, and increase promotive interaction during work sessions.
  • Students developed positive collaborative composition behaviors. Students took opportunities to plan their compositions, review and revise plans, listened and accepted others’ ideas, gave their own ideas, and told positive mini narratives about group members’ collaboration successes.
  • Teachers did not notice a measured difference in quality of compositions compared to other times they have implemented these learning units.

These findings reveal a positive impact of group processing using mini narratives of effective actions on student attitudes, collaborative behavior, and composition processes, but do not show a change in composition product.

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