Going for the zone: the social and cognitive ecology of teacher–student interaction in classroom conversations

Mediating effects of teacher enthusiasm and peer enthusiasm on students’ interest in the college classroom

“…Therefore, in this view, social interaction plays a crucial role in fostering learning because cognition is considered to be socially situated and transpersonal (Erickson, 1996;Resnick, 1991). Especially in terms of the role of teachers, Erickson (1996) explained the importance of interaction between teachers and students in the learning process, stating that as part of interaction, nonverbal as well as oral and written interaction between teachers and students are all considered an important aspect of the learning process. Also, in the perspective of peer influence, peers socialize their motivation and behaviors while interacting with each other through dynamic and complex socialization processes (Ryan, 2000).…”

“…As Goldstein (1999) pointed out, Vygotsky considered the role of affective and personal relationships as central to cognitive development, and he explicitly opposed the idea of a separation between cognition and affect. Vygotsky (1978) described the zone of proximal development as " The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (p.86), implying that the zone of proximal development (ZPD) is formed through relationships (Erickson, 1996). Along with the cognitive development of a learner in the zone of proximal development, Goldstein (1999) emphasized the need to consider affective aspects, stating "analogous to the interpsychological dimension, the interrelational dimension is a shared affective space created by the adult and child in the ZPD" (p.651).…”

Constructing Literacy in the Kindergarten: Task Structure, Collaboration, and Motivation

“…I started from the assumption that kindergarten teachers and their students actively construct reading and writing in their classroom cultures through in structional tasks; talk about words; books, journals, and everyday print; and through the time allotted to various literacy-related activities in the school day (Erickson, 1996;Oldfather & Dahl, 1994;Turner, 1995). Reading and writing are a major focus of instruction in kindergarten, and literacy activities take up the majority of time in most classrooms.…”

Effect of Meaning Making Approach on Students' Conceptual Understanding: An Examination of Angular Momentum Conservation

“…Mortimer and Scott explained the framework of meaning making with these following steps: "teaching purposes", "content", "communicative approach", "patterns of discourse", and "teacher interventions". Unlike the studies that research on the effects of communicative approach (Buty & Mortimer, 2008;Chin, 2006;Mercer, 2008;Scott, 1998) and patterns of discourse (Cazden, 2001;Erikson, 1996;Lemke, 1990) on learning, they stated the five steps of meaning making approach are effective on learning as a whole. Below are the steps of meaning making approach of Mortimer and Scott (2003).…”