Sung, Hannah
(2018)
Power and Relational Equity in Group Work: A Case Study from a Middle School Math Classroom.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The aim of this descriptive case study is to identify and illustrate social processes, such as power dynamics based on the exchange and distribution of information, that affect student participation within groups. Collaborative group work continues to be extremely challenging for students (Barron, 2003; Borge & White, 2016; González & DeJarnette, 2015; Hofmann & Mercer, 2016). One source of challenge is the uncertainty that arises from trying to solve a new problem while simultaneously coordinating with others in the group. By analyzing interactional patterns during moments of uncertainty, I illustrate that power is related to who participates in group work and the ways in which students participate. Asymmetrical power dynamics can shape the interactional landscape in ways that limit opportunities for some students to participate. Balanced power dynamics, on the other hand, may promote relationally equitable participation. In addition, I show that students’ perceived mathematical ability in problem-solving did not help to explain their level or form of participation in group work. The findings highlight the importance of the interactional context in collaborative group work. In the discussion, I present the implications for teacher support of group work interactions.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
27 June 2018 |
| Date Type: |
Publication |
| Defense Date: |
9 February 2018 |
| Approval Date: |
27 June 2018 |
| Submission Date: |
22 March 2018 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
119 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Psychology in Education |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
middle school; math classroom; group work; collaborative; power dynamics; student interactions; relational equity |
| Date Deposited: |
27 Jun 2018 13:37 |
| Last Modified: |
27 Jun 2018 13:37 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/33935 |
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