Measuring teachers’ competence to monitor student interaction in collaborative learning settings

Artzt, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9(2), 137–175. https://doi.org/10.1207/s1532690xci0902_3 .

Baker, M., Andriessen, J., Lund, K., Amelsvoort, M., & Quignard, M. (2007). Rainbow: A framework for analysing computer-mediated pedagogical debates. Computer Supported Learning, 2(2–3), 315–357. https://doi.org/10.1007/s11412-007-9022-4 .

Bannert, M. (2009). Promoting self-regulated learning through prompts. Zeitschrift für Pädagogische Psychologie, 23(2), 139–145. https://doi.org/10.1024/1010-0652.23.2.139 .

Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307–359. https://doi.org/10.1207/S15327809JLS1203_1 .

Bereiter, C. (2013). Principled practical knowledge: Not a bridge but a ladder. Journal of the Learning Sciences, 23(1), 4–17. https://doi.org/10.1080/10508406.2013.812533 .

Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies. Competence viewed as continuum. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194 .

Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436. https://doi.org/10.1016/j.tate.2006.11.012 .

van Boxtel, C., van der Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10(4), 311–330. https://doi.org/10.1016/S0959-4752(00)00002-5 .

Brennan, R. L. (2000). Performance assessments from the perspective of generalizability theory. Applied Psychological Measurement, 24(4), 339–353. https://doi.org/10.1177/01466210022031796 .

Brennan, R. L. (2010). Generalizability theory and classical test theory. Applied Measurement in Education, 24(1), 1–21. https://doi.org/10.1080/08957347.2011.532417 .

Briesch, A. M., Swaminathan, H., Welsh, M., & Chafouleas, S. M. (2014). Generalizability theory: A practical guide to study design, implementation, and interpretation. Journal of School Psychology, 52(1), 13–35. https://doi.org/10.1016/j.jsp.2013.11.008 .

Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182. https://doi.org/10.1016/0364-0213(89)90002-5 .

Chiu, M. M. (2004). Adapting teacher interventions to student needs during cooperative learning: How to improve student problem solving and time on-task. American Educational Research Journal, 41(2), 365–399. https://doi.org/10.3102/00028312041002365 .

Christophel, E., Gaschler, R., & Schnotz, W. (2014). Teachers’ expertise in feedback application adapted to the phases of the learning process. Frontiers in Psychology, 5 https://doi.org/10.3389/fpsyg.2014.00858 .

Clark, H. H. (1996). Using language. Cambridge: Cambridge University Press.

Clark, H. H., & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. M. Levine & S. D. Teasley (Eds.), Perspectives on socially shared cognition (1st edn., pp. 127–148). Washington, D.C: American Psychological Association.

Cronbach, L. J., Linn, R. L., Brennan, R. L., & Haertel, E. H. (1997). Generalizability analysis for performance assessments of student achievement or school effectiveness. Educational and Psychological Measurement, 57(3), 373–399. https://doi.org/10.1177/0013164497057003001 .

Cronbach, L. J., Rajaratnam, N., & Gleser, G. C. (1963). Theory of generalizability: A liberalization of reliability theory. British Journal of Statistical Psychology, 16(2), 137–163. https://doi.org/10.1111/j.2044-8317.1963.tb00206.x .

Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macro-scripts for computer-supported collaborative learning. Journal of Computer Assisted Learning, 23(1), 1–13. https://doi.org/10.1111/j.1365-2729.2007.00191.x .

Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In P. Reimann & H. Spada (Eds.), Learning in humans and machines. Towards an interdisciplinary learning science (1st edn., pp. 189–211). Oxford, New York: Pergamon.

van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.

van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244–276. https://doi.org/10.1016/j.tate.2006.11.005 .

Fischer, F., & Mandl, H. (2003). Being there or being where? Videoconferencing and cooperative learning. In H. van Oostendorp (Ed.), Cognition in a digital world (pp. 205–223). Mahwah: Lawrence Erlbaum.

Freelon, D. G. (2010). ReCal: Intercoder reliability calculation as a web service. International Journal of Internet Science, 5(1), 20–33.  http://www.ijis.net/ijis5_1/ijis5_1_freelon.pdf

Freelon, D. G. (2013). ReCal OIR: Ordinal, interval, and ratio intercoder reliability as a web service. International Journal of Internet Science, 8(1), 10–16.  http://www.ijis.net/ijis8_1/ijis8_1_freelon.pdf

Friedrich, H. F., & Mandl, H. (1997). Analyse und Förderung selbstgesteuerten Lernens [Analysis and training of self-regulated learning]. In F. E. Weinert & H. Mandl (Eds.), Pädagogische Psychologie, Bd. 4. Enzyklopädie der Psychologie. Themenbereich D Praxisgebiete, (Vol. Serie I, pp. 237–293). Göttingen: Hogrefe.

Gold, B., & Holodynski, M. (2017). Using digital video to measure the professional vision of elementary classroom management: Test validation and methodological challenges. Computers & Education, 107, 13–30. https://doi.org/10.1016/j.compedu.2016.12.012 .

Goodwin, C. (1994). Professional vision. American Anthropologist, 96, 606–633. https://doi.org/10.1525/aa.1994.96.3.02a00100 .

Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educ Stud Math, 49(2), 193–223. https://doi.org/10.1023/A:1016209010120 .

Jeong, H., & Michelene, C. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35(4), 287–315. https://doi.org/10.1007/s11251-006-9008-z .

Johnson, D. W., & Johnson, R. T. (1992). Positive interdependence: Key to effective cooperation. In R. Hertz Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups. The theoretical anatomy of group learning 1st edn. Cambridge: Cambridge University Press.

Johnson, D. W., & Johnson, R. T. (2003). Training for cooperative group work. In M. A. West, D. Tjosvold & K. G. Smith (Eds.), International handbook of organizational teamwork and cooperative working (pp. 167–183). Chichester: John Wiley & Sons Ltd.

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Cooperative learning and social interdependence theory. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057 .

de Jong, F., Kollöffel, B., van der Meijden, H., Staarman, J. K., & Janssen, J. (2005). Regulative processes in individual, 3D and computer supported cooperative learning contexts. Learning in Innovative Learning Environments, 21(4), 645–670. https://doi.org/10.1016/j.chb.2004.10.023 .

Kaendler, C., Wiedmann, M., Spada, H., & Rummel, N. (2014). Teacher competencies for the implementation of collaborative learning in the classroom: A framework and research review. Educational Psychology Review, 27(3), 505–536. https://doi.org/10.1007/s10648-014-9288-9 .

Kaendler, C., Wiedmann, M. M., Leuders, T., Rummel, N., & Spada, H. (2016). Monitoring student interaction during collaborative learning: Design and evaluation of a training program for pre-service teachers. Psychology Learning and Teaching, 15(1), 44–64. https://doi.org/10.1177/1475725716638010 .

Karakostas, A., & Demetriadis, S. (2011). Enhancing collaborative learning through dynamic forms of support: The impact of an adaptive domain-specific support strategy. Journal of Computer Assisted Learning, 27(3), 243–258. https://doi.org/10.1111/j.1365-2729.2010.00388.x .

King, A. (2007). Scripting collaborative learning processes: A cognitive perspective. In F. Fischer, I. Kollar, H. Mandl & J. M. Haake (Eds.), Scripting computer-supported collaborative learning. Cognitive, computational and educational perspectives. Computer-supported collaborative learning (pp. 13–37). Boston: Springer.

King, A. (2008). Structuring peer interaction to promote higher-order thinking and complex learning in cooperating groups. In R. M. Gillies, A. Ashman & J. Terwel (Eds.), The teacher’s role in implementing cooperative learning in the classroom (pp. 73–92). New York: Springer. Unter Mitarbeit von Robyn M. Gillies.

Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., & Fischer, F. (2007). Specifying computer-supported collaboration scripts. Computer Supported Learning, 2(2–3), 211–224. https://doi.org/10.1007/s11412-007-9014-4 .

Lee, G., & Frisbie, D. A. (1999). Estimating reliability under a generalizability theory model for test scores composed of testlets. Applied Measurement in Education, 12(3), 237–255. https://doi.org/10.1207/S15324818AME1203_ .

Lin, T.-J., Jadallah, M., Anderson, R. C., Baker, A. R., Nguyen-Jahiel, K., Kim, I.-H., Kuo, L.-J., Miller, B. W., Dong, T., & Wu, X. (2014). Less is more: Teachers’ influence during peer collaboration. Journal of Educational Psychology. https://doi.org/10.1037/a0037758 .

Magnisalis, I., Demetriadis, S., & Karakostas, A. (2011). Adaptive and intelligent systems for collaborative learning support: A review of the field. IEEE Transactions on Learning Technologies, 4(1), 5–20. https://doi.org/10.1109/TLT.2011.2 .

Meier, A., Spada, H., & Rummel, N. (2007). A rating scheme for assessing the quality of computer-supported collaboration processes. Computer Supported Learning, 2(1), 63–86. https://doi.org/10.1007/s11412-006-9005-x .

Modell, M. G. (2017). Instructors’ professional vision for collaborative learning groups. Journal of Applied Research in Higher Education, 9(3), 346–362. https://doi.org/10.1108/JARHE-11-2016-0087 .

Molenaar, I., Chiu, M. M., Sleegers, P. J. C., & Boxtel, C. (2011). Scaffolding of small groups’ metacognitive activities with an avatar. Computer Supported Learning, 6(4), 601–624. https://doi.org/10.1007/s11412-011-9130-z .

OECD (2017). Collaborative problem solving. https://www.oecd.org/berlin/publikationen/PISA_ProblemSolving_Ergebnisse.pdf https://doi.org/10.1787/cdae6d2e-en . PISA in Focus, No. 78.

Olsen, J. K., Aleven, V., & Rummel, N. (2017). Statistically modeling individual students’ learning over successive collaborative practice opportunities. Journal of Educational Measurement, 54(1), 123–138. https://doi.org/10.1111/jedm.12137

Oser, F., Heinzer, S., & Salzmann, P. (2010). Die Messung der Qualität von professionellen Kompetenzprofilen von Lehrpersonen mit Hilfe der Einschätzung von Filmvignetten. Chancen und Grenzen des advokatorischen Ansatzes [Measuring the quality of professional teaching competency profiles by means of evaluating film-vignettes: Chances and limits of the advocatory approach]. Unterrichtswissenschaft, 38(1), 5–28. https://doi.org/10.3262/UW1001005 .

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1 .

Persico, D., Pozzi, F., & Sarti, L. (2010). Monitoring collaborative activities in computer supported collaborative learning. Distance Education, 31(1), 5–22. https://doi.org/10.1080/01587911003724603 .

van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2014). Teacher scaffolding in small-group work: An intervention study. Journal of the Learning Sciences, 23(4), 600–650. https://doi.org/10.1080/10508406.2013.805300 .

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. https://doi.org/10.2307/1176586 .

Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. International Journal of Educational Research, 13, 89–98. https://doi.org/10.1016/0883-0355(89)90018-9 .

Schoenfeld, A. H. (1999). Looking toward the 21st century: Challenges of educational theory and practice. Educational Researcher, 28(7), 4–14. https://doi.org/10.3102/0013189X028007004 .

Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal. https://doi.org/10.3102/0002831214531321 .

Seidel, T., & Thiel, F. (2017). Standards und Trends der videobasierten Lehr-Lernforschung [Standards and trends in video-based teaching and learning research]. Zeitschrift für Erziehungswissenschaft, 20, 1–21. https://doi.org/10.1007/s11618-017-0726-6 .

Seidel, T., Blomberg, G., & Stürmer, K. (2010). “Observer” – Validierung eines videobasierten Instruments zur Erfassung der professionellen Wahrnehmung von Unterricht. Projekt OBSERVE [“Observer” – Validation of a videobased instrument for assessing professional vision of classroom instruction]. In E. Klieme, D. Leutner & M. Kenk (Eds.), Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und Perspektiven des Forschungsansatzes (pp. 296–306). Weinheim: Beltz. Themenheft.

Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In R. Goldman, R. Pea, B. Barron & S. J. Derry (Eds.), Video research in the learning sciences (pp. 383–395). Mahwah: Erlbaum.

Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.

Sherin, M. G., & van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20–37. https://doi.org/10.1177/0022487108328155 .

Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163–183. https://doi.org/10.1016/j.tate.2003.08.001 .

Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Selecting video clips to promote mathematics teachers’ discussion of student thinking. Journal of Teacher Education, 60(3), 213–230. https://doi.org/10.1177/0022487109336967 .

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 .

Soller, A., Martinez, A., Jermann, P., & Muehlenbrock, M. (2005). From mirroring to guiding: A review of state of the art technology for supporting collaborative learning. International Journal of Artificial Intelligence in Education, 15(4), 261–290.

Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making: Biased information sampling during discussion. Journal of Personality and Social Psychology, 48(6), 1467–1478. https://doi.org/10.1037/0022-3514.48.6.1467 .

Stürmer, K., & Seidel, T. (2015). Assessing professional vision in teacher candidates. Zeitschrift für Psychologie, 223(1), 54–63. https://doi.org/10.1027/2151-2604/a000200 .

Teasley, S. D. (1997). Talking about reasoning: How important is the peer in peer collaboration? In L. B. Resnick, R. Säljö, C. Pontecorvo & B. Burge (Eds.), Discourse, tools and reasoning. NATO ASI Series, (Vol. 160, pp. 361–384). Berlin, Heidelberg: Springer.

Wainer, H., Dorans, N., Flaugher, R., Green, B., & Mislevy, R. (2000). Computerized adaptive testing. New York: Routledge. https://doi.org/10.4324/9781410605931 .

Walker, E., Rummel, N., & Koedinger, K. (2009). CTRL: A research framework for providing adaptive collaborative learning support. User Modeling and User-Adapted Interaction. User Modeling and User-Adapted Interaction, 19(5), 387–431. https://doi.org/10.1007/s11257-009-9069-1

Webb, N. M. (1985). Student interaction and learning in small groups: A research summary. In R. E. Slavin, S. Shlomo, S. Kagan, R. Hertz Lazarowitz, C. Webb & R. Schmuck (Eds.), Learning to cooperate, cooperating to learn (pp. 147–172). New York: Plenum Press.

Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21–39. https://doi.org/10.1016/0883-0355(89)90014-1 .

Webb, N. M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22(5), 366–389. https://doi.org/10.2307/749186 .

Webb, N. M. (1992). Testing a theoretical model of student interaction and learning in small groups. In R. Hertz Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups. The theoretical anatomy of group learning (1st edn., pp. 102–119). Cambridge: Cambridge University Press.

Weinberger, A., Ertl, B., Fischer, F., & Mandl, H. (2005). Epistemic and social scripts in computer-supported collaborative learning. Instructional Science, 33(1), 1–30. https://doi.org/10.1007/s11251-004-2322-4 .

Weinberger, A., Stegmann, K., Fischer, F., & Mandl, H. (2007). Scripting argumentative knowledge construction in computer-supported learning environments. In F. Fischer, I. Kollar, H. Mandl & J. M. Haake (Eds.), Scripting computer-supported collaborative learning. Cognitive, computational and educational perspectives. Computer-supported collaborative learning (pp. 191–211). Boston: Springer.

Wiedmann, M. (2015). Teacher’s professional vision of student interaction in collaborative learning settings: Development and evaluation of an assessment tool. Freiburg: Albert-Ludwigs-Universität. Dissertation. https://doi.org/10.6094/UNIFR/10089

Yen, W. M. (1993). Scaling performance assessments: Strategies for managing local item dependence. Journal of Educational Measurement, 30(3), 187–213. https://doi.org/10.2307/1435043 .