Publications by category
Books
Littleton K, Wood C, Kleine Staarman J (In Press).
International Handbook of Psychology in Education. Bingley, UK, Emerald Group Publishing Limited.
Abstract:
International Handbook of Psychology in Education
Abstract.
Journal articles
Imperio A, Staarman JK, Basso D (2020). Relevance of the socio-cultural perspective in the discussion about critical thinking.
Ricerche di Pedagogia e Didattica,
15(1), 1-19.
Abstract:
Relevance of the socio-cultural perspective in the discussion about critical thinking
Critical thinking (CT) is considered a key skill for success in the 21st century. Worldwide educational policies advocate the promotion of CT, and scholars across different fields have been involved in a wide debate on its definition, without reaching an agreement. Currently, research has not adequately addressed CT assessment, nor the way in which it should be taught. In the present work, an overview of the topic is provided, as well as an evaluation of the practices, in order to provide researchers or practitioners (particularly those involved in primary school education) a reference for the development of further theories and methods about CT in edu-cation. CT is considered from the perspective of philosophy, cognitive psychology, and education sciences. In addition, we propose the inclusion of a fourth perspective, which could be referred as socio-cultural pedagogic perspective, due to its important implications in teaching and assessment practices.
Abstract.
Full text.
Kershner R, Warwick P, Mercer N, Kleine Staarman J (2014). Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '.
Education 3-13,
42(2), 201-216.
Abstract:
Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '
We focus on children's approaches to managing group work in classrooms where collaborative learning principles are explicit. Small groups of 8-10 year olds worked on collaborative science activities using an interactive whiteboard. Insubsequent interviews, they spoke of learning to 'be patient' and 'wait', for multiple social and technical reasons. Conclusions are drawn about how children's dialogue during and after lessons constitutes and develops their collective capacities to deal with frustrations and problems arising for themselves and others. Attention to children's thinking and language about managing group work should promote their future success in collaborative learning. © 2012 © 2012 ASPE.
Abstract.
Pifarre M, Kleine Staarman J (2011). Wiki-Supported collaborative learning in Primary Education: Analysis of how a “dialogic space” is created for thinking together.
International Journal of Computer Supported Collaborative Learning,
6(2), 187-205.
Full text.
Mercer N, Warwick P, Kershner R, Kleine Staarman J (2010). Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?.
Language and EducationAbstract:
Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?
This paper is based on a project investigating the use of interactive whiteboards (IWBs) as tools for children’s group-based learning in primary science. A series of science activities were designed with participating teachers, in which groups of three or four children used the IWB to access information, consider options, plan actions and make joint decisions. of particular interest in this paper is whether the IWB helps to provide a shared ‘dialogic space’ for reasoned discussion, within which children are able to jointly access relevant information, share different points of view and achieve collective solutions to science-based problems. Our analysis is framed by notions of ‘dialogic teaching’, in which the relationship between the guiding role of the teacher and children’s active involvement in their own learning is highlighted. We offer some conclusions about the value of IWB technology for supporting children’s talk and collaborative activity, which may assist its use and development
Abstract.
Kershner R, Mercer N, Warwick P, Kleine Staarman J (2010). Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?.
ijCSCL,
5(4), 359-383.
Abstract:
Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?
Interactive whiteboards (IWBs) have been widely introduced to English primary schools (5-11 years) in the last decade and this has generated much research interest. In the past, research has focused on IWB-use in teacher-led sessions, attending particularly to the nature of teacher-pupil interaction at the IWB and the apparent motivational advantages for children. In contrast, this study focuses on children's communication and thinking during their semi-autonomous use of the IWB during collaborative groupwork in primary school science lessons, aiming in part to see if the IWB is suited to this type of use. Over the course of one school year, twelve primary teachers of Years 4 and 5 (8-10 years) took part in a professional development and research programme which involved them in devising a sequence of three science lessons incorporating small-group activity at the IWB. The functionality of the IWB is analysed here as means for supporting the children's joint communication and thinking, using embedded cues and the availability of certain features in the IWB technology. Our observational analysis of two examples of children's collaborative activity in different classrooms, together with subsequent group interviews, suggests that the IWB can make some identifiable contributions to children's productive communication and thinking. However the IWB is not seen to be an entirely distinctive or pedagogically transformative learning resource in the primary classroom. In our developing conceptual framework, the children's knowledge building is closely related to their active engagement in using IWB affordances and their productive dialogue, essentially supported by the teacher's scaffolding strategies, the establishment and use of "talk rules" in conversation, and the opportunities and constraints applying in classroom participation structures. These conditions help the children to deal with interconnected social, cognitive, and technical problems arising over time. Certain aspects of this form of computer-supported collaborative learning (CSCL) are discussed. These relate to the integration of the IWB with other classroom learning systems and resources, and to the nature of progression in children's activity and learning with this new type of highly integrated system of CSCL.
Abstract.
Warwick P, Mercer N, Kershner R, Kleine Staarman J (2010). In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard.
Computers & Education,
55(1), 350-362.
Abstract:
In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard
The focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher–pupil interaction, with very little consideration of its possible use as a tool for pupils’ collaborative endeavour. This paper is based upon an ESRC-funded project,1 which considers how pupils use the interactive whiteboard when working together on science-related activities. It provides an analysis of video and other data from science lessons in UK Years 4 and 5 primary classrooms (pupils aged 8–10 years). Concentrating on a series of lessons constructed by three (out of 12) of the project teachers, together with their written and spoken commentaries, it takes each set of lessons as a case for study and comparison.
This paper focuses in particular on the nature of the ‘vicarious presence’ of the teacher evident in the group interactions at the board. We address the following questions: How is the teacher’s vicarious presence evident in the work of pupils at the interactive whiteboard? How does this presence influence the behaviour of pupils engaged in science activities?
In this account, we suggest that the teacher remotely mediates the activity of the pupils at the board in two specific and interlinked ways. Firstly, the vicarious presence of the teacher seems to be in the minds of pupils, enabling them to appropriate and use introduced rules and procedures, in this case in relation to group talk. Secondly, it is in the ways in which the constructed task environment on the IWB guides and mediates the pupils’ actions, enabling them to connect with, interpret and act upon the teacher intentions for the task. Here, the teacher’s vicarious presence is in the technology.
We conclude that the IWB can provide both a tool and an environment that can encourage the creation of a shared dialogic space within which co-constructed knowledge building can take place. However, this only occurs where there is active support from the teacher for collaborative, dialogic activity in the classroom and where the teacher is able to devise tasks that use board affordances to promote active learning and pupil agency.
Abstract.
Full text.
Mercer N, Dawes L, Kleine Staarman J (2009). Dialogic Teaching in the primary science classroom. Language and Education, 23(4), 353-369.
Kleine Staarman J (2009). The joint negotiation of ground rules: establishing a shared collaborative practice with new classroom technology.
Language and Education,
23(1), 79-95.
Full text.
Gillen J, Littleton K, Twiner A, Kleine Staarman J, Mercer N (2008). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 4(24), 348-358.
Gillen J, Kleine Staarman J, Littleton K, Mercer N, Twiner A (2007). A “learning revolution”? Investigating pedagogic practices around Interactive Whiteboards in British Primary Classrooms. Learning, Media and Technology, 32(3), 243-256.
Kleine Staarman J, Krol K, Van der Meijden H (2005). Peer interaction in three collaborative. learning environments. Journal of Classroom Interaction, 40(1), 29-39.
De Jong F, Kollöffel B, Van Der Meijden H, Staarman JK, Janssen J (2005). Regulative processes in individual, 3D and computer supported cooperative learning contexts.
Computers in Human Behavior,
21(4), 645-670.
Abstract:
Regulative processes in individual, 3D and computer supported cooperative learning contexts
Three studies of student regulation of learning were undertaken. In the first study, the temporal organization of the self-regulation process was examined within an individual learning context. Multilevel analysis showed linear and quadratic relations between self-regulation process and the phase of learning. An unexpected negative direct relation between self-regulation and test performance was only found for the process of "directing". In the two other studies, collaborative computer learning within a 3D environment, on the one hand, and within the context of literacy practices, on the other hand, was examined. Self-regulative processes as "monitoring," "directing," and "testing" occurred less frequently than "grounding" and "common agreement" activities. In all three studies, the students rarely "orient" themselves towards the learning task. It is concluded that the adequacy of regulation and not the frequency is important for student learning. © 2004 Elsevier Ltd. All rights reserved.
Abstract.
Kleine Staarman J, Verhoeven L, Aarnoutse C (2003). Connecting discourses: intertextuality. in a primary school CSCL practice. International Journal of Educational Research, 39, 807-816.
Chapters
Kleine Staarman JAG, Ametller J (2019). Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning. In Mercer N, Wegerif R, Major L (Eds.)
The Routledge International Handbook of Research on Dialogic Education, London: Routledge, 497-508.
Abstract:
Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning
Abstract.
Full text.
Kleine Staarman J, Mercer N (2010). The Guided Construction of Knowledge: Talk between Teachers and Students. In Littleton, K, Wood, C, Staarman K, J (Eds.) International Handbook of Psychology in Education, Bingley, UK: Emerald Group Publishing Limited.
Mercer N, Gillen J, Kleine Staarman J, Littleton K, Twiner A (2009). Interactive Whiteboards: does new technology transform teaching?. In Ludvigsen, S, Lund, A, Rasmussen, I, Säljö, R (Eds.) Learning across sites; new tools, infrastructures and practices.
Kleine Staarman J, Trimpe J (2000). Multipele Representaties [Multiple Respresentation]. In Simons PRJ (Ed) Leren en Instructie: Reviewstudie in opdracht van NWO/PROO, Nijmegen: Department of Educational Sciences, University of Nijmegen.
Conferences
Sazalli N, Wegerif R, Kleine-Staarman J (2014). The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook.
Abstract:
The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook
Abstract.
Publications by year
In Press
Littleton K, Wood C, Kleine Staarman J (In Press).
International Handbook of Psychology in Education. Bingley, UK, Emerald Group Publishing Limited.
Abstract:
International Handbook of Psychology in Education
Abstract.
2020
Imperio A, Staarman JK, Basso D (2020). Relevance of the socio-cultural perspective in the discussion about critical thinking.
Ricerche di Pedagogia e Didattica,
15(1), 1-19.
Abstract:
Relevance of the socio-cultural perspective in the discussion about critical thinking
Critical thinking (CT) is considered a key skill for success in the 21st century. Worldwide educational policies advocate the promotion of CT, and scholars across different fields have been involved in a wide debate on its definition, without reaching an agreement. Currently, research has not adequately addressed CT assessment, nor the way in which it should be taught. In the present work, an overview of the topic is provided, as well as an evaluation of the practices, in order to provide researchers or practitioners (particularly those involved in primary school education) a reference for the development of further theories and methods about CT in edu-cation. CT is considered from the perspective of philosophy, cognitive psychology, and education sciences. In addition, we propose the inclusion of a fourth perspective, which could be referred as socio-cultural pedagogic perspective, due to its important implications in teaching and assessment practices.
Abstract.
Full text.
2019
Alharthi A (2019). Fostering Thinking Skills Through Creative Drama with Primary School Children with Learning Difficulties (LD) in Saudi Arabia.
Abstract:
Fostering Thinking Skills Through Creative Drama with Primary School Children with Learning Difficulties (LD) in Saudi Arabia
This study aimed to understand how the thinking skills of children with learning difficulties (LD) can be fostered by using ‘creative drama’ in the context of two primary schools for girls in Saudi Arabia. The educational vision of Saudi Arabia Vision 2030 emphasises the importance of the development of skills, such as thinking skills, in addition to knowledge to prepare children for a modern, 21st-century world. Within the Saudi educational system, relatively little attention has been paid to learners with LD, especially with thinking skills as a focus.
The study utilised a design-based research approach involving multiple iterations of creative drama sessions incorporating different thinking skills, designed and co-led by the researcher and the teachers. The participants were 14 children with LD (ages 7 to 12) and two teachers with backgrounds in special educational needs. The study was designed in two phases. Phase One was carried out in School a to test and then revise the initial design principles empirically. The findings of this phase were an advanced version of the design principles, which then guided Phase Two in School B. The main findings of this intervention were introducing the elements of the dynamic and collaborative culture established through the use of creative drama for fostering thinking skills. The findings contribute to the empirical and theoretical field of fostering thinking skills using tested design principles for utilising ‘creative drama’ as a medium for teaching.
The data were collected by multiple methods: teacher conversations, participant observations, focus groups, and a research journal. The findings suggest that using creative drama as a medium of learning might foster thinking skills by creating a dynamic and inclusive environment. Moreover, promoting the thinking skills of children with LD requires a balance between the facilitator’s role and the learners’ agency. It also requires a collaborative learning culture that supports the children emotionally and provides a safe atmosphere. This DBR concluded that the implementation of creative drama fostered the thinking skills of children with LD and allowed them to practise a variety of thinking skills in a safe, supportive environment and a collaborative culture. By considering the context of the Saudi educational system, this study suggests that there is a need to further investigate a thinking skills approach that supports learners with LD, and suggests the importance of investigating multi-modality and embodied cognition in special education, especially at the primary school level.
Abstract.
Full text.
Kleine Staarman JAG, Ametller J (2019). Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning. In Mercer N, Wegerif R, Major L (Eds.)
The Routledge International Handbook of Research on Dialogic Education, London: Routledge, 497-508.
Abstract:
Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning
Abstract.
Full text.
Alkhabra Y (2019). The Pedagogical Affordances of Social Media Twitter, Facebook and WhatsApp in Higher Education in Saudi Arabia.
Abstract:
The Pedagogical Affordances of Social Media Twitter, Facebook and WhatsApp in Higher Education in Saudi Arabia
This study has been conducted to explore the students and teachers’ perception of the pedagogical affordances at the University of Ha’il in Saudi Arabia. Three social media that this study aims to explore its pedagogical affordances are: Twitter, Facebook and WhatsApp. The participants in this study might perceive different affordances of each tool based on its own functions and actual use. Therefore, the context of using social media was explored in order to gain a deep understanding of this issue in light of the socio-cultural theory as the theoretical framework of the study.
In terms of the research methodology, this study adopted a case study using observation of classroom, observation of the students and teachers’ interaction on the social media, and semi-structured interviews to collect qualitative data. The sample comprised eighteen respondents; three teachers and fifteen students. Each teacher and five students attended different class and used different social media platforms.
The study concludes that the pedagogical affordances of the social media are: the social construction of knowledge, reflection, connectivity and collaboration. Furthermore, students and teachers’ social, teaching and cognitive presence shaped their perception of the pedagogical affordances of social media which was, in turn, contribute to their digital identity development and their understanding of agency on social media. Besides, various challenges facing the implementation of social networking sites were also discussed and highlighted.
Abstract.
Full text.
Alghamdi F (2019). The Role of Social Media in Developing Online Learning Communities.
Abstract:
The Role of Social Media in Developing Online Learning Communities
The purpose of this study was to examine the role of social media in develop-ing learning communities in both formal and informal learning contexts. The study was based on a theoretical framework to examine online learning communities from three levels: individual, interactional and group. This study selected two cases: the first case was a formal learning group that used networked learning via Twitter and WhatsApp within a blended learning environment in an academic module; this for-mal learning group was controlled by the teacher of the module. The second case was an informal learning group that used Twitter and WhatsApp to learn and prac-tise English as a second language; this group was created and informally organised by an active member on Twitter who was interested in teaching and practising Eng-lish. Semi-structured interviews, focus groups and WhatsApp discussion samples were the three main data collection methods of this study. The data were analysed using three procedures. Firstly, a thematic analysis of the interviews was conducted to generate a thematic research map and create a coding scheme for analysing the content of the WhatsApp discussions. Secondly, a social network analysis (SNA) was applied to the WhatsApp group discussions to map out the interactions among group members and select the sample of WhatsApp discussion for the third data analysis procedure. The third procedure was content analysis (CA), which was ap-plied to the WhatsApp conversations that occurred during the selected sample (the three most active and connected weeks). Findings from the SNA and CA were used to triangulate the results of the thematic analysis. The findings revealed that the ex-istence of similar learning needs, interactive communication among members and using appropriate communication tools are the main factors that develop online learning communities on social media. Also, it showed that the main function of us-ing Twitter for learning purposes was to develop the academic and social presence of the students/learners, while the main learning function of using WhatsApp was to provide an instant and open communication environment for online learning com-munity members. However, there were different uses of these applications in formal and informal learning contexts, which were described in the study.
Abstract.
Full text.
2014
Kershner R, Warwick P, Mercer N, Kleine Staarman J (2014). Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '.
Education 3-13,
42(2), 201-216.
Abstract:
Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '
We focus on children's approaches to managing group work in classrooms where collaborative learning principles are explicit. Small groups of 8-10 year olds worked on collaborative science activities using an interactive whiteboard. Insubsequent interviews, they spoke of learning to 'be patient' and 'wait', for multiple social and technical reasons. Conclusions are drawn about how children's dialogue during and after lessons constitutes and develops their collective capacities to deal with frustrations and problems arising for themselves and others. Attention to children's thinking and language about managing group work should promote their future success in collaborative learning. © 2012 © 2012 ASPE.
Abstract.
Sazalli N, Wegerif R, Kleine-Staarman J (2014). The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook.
Abstract:
The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook
Abstract.
2011
Pifarre M, Kleine Staarman J (2011). Wiki-Supported collaborative learning in Primary Education: Analysis of how a “dialogic space” is created for thinking together.
International Journal of Computer Supported Collaborative Learning,
6(2), 187-205.
Full text.
2010
Mercer N, Warwick P, Kershner R, Kleine Staarman J (2010). Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?.
Language and EducationAbstract:
Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?
This paper is based on a project investigating the use of interactive whiteboards (IWBs) as tools for children’s group-based learning in primary science. A series of science activities were designed with participating teachers, in which groups of three or four children used the IWB to access information, consider options, plan actions and make joint decisions. of particular interest in this paper is whether the IWB helps to provide a shared ‘dialogic space’ for reasoned discussion, within which children are able to jointly access relevant information, share different points of view and achieve collective solutions to science-based problems. Our analysis is framed by notions of ‘dialogic teaching’, in which the relationship between the guiding role of the teacher and children’s active involvement in their own learning is highlighted. We offer some conclusions about the value of IWB technology for supporting children’s talk and collaborative activity, which may assist its use and development
Abstract.
Kershner R, Mercer N, Warwick P, Kleine Staarman J (2010). Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?.
ijCSCL,
5(4), 359-383.
Abstract:
Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?
Interactive whiteboards (IWBs) have been widely introduced to English primary schools (5-11 years) in the last decade and this has generated much research interest. In the past, research has focused on IWB-use in teacher-led sessions, attending particularly to the nature of teacher-pupil interaction at the IWB and the apparent motivational advantages for children. In contrast, this study focuses on children's communication and thinking during their semi-autonomous use of the IWB during collaborative groupwork in primary school science lessons, aiming in part to see if the IWB is suited to this type of use. Over the course of one school year, twelve primary teachers of Years 4 and 5 (8-10 years) took part in a professional development and research programme which involved them in devising a sequence of three science lessons incorporating small-group activity at the IWB. The functionality of the IWB is analysed here as means for supporting the children's joint communication and thinking, using embedded cues and the availability of certain features in the IWB technology. Our observational analysis of two examples of children's collaborative activity in different classrooms, together with subsequent group interviews, suggests that the IWB can make some identifiable contributions to children's productive communication and thinking. However the IWB is not seen to be an entirely distinctive or pedagogically transformative learning resource in the primary classroom. In our developing conceptual framework, the children's knowledge building is closely related to their active engagement in using IWB affordances and their productive dialogue, essentially supported by the teacher's scaffolding strategies, the establishment and use of "talk rules" in conversation, and the opportunities and constraints applying in classroom participation structures. These conditions help the children to deal with interconnected social, cognitive, and technical problems arising over time. Certain aspects of this form of computer-supported collaborative learning (CSCL) are discussed. These relate to the integration of the IWB with other classroom learning systems and resources, and to the nature of progression in children's activity and learning with this new type of highly integrated system of CSCL.
Abstract.
Warwick P, Mercer N, Kershner R, Kleine Staarman J (2010). In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard.
Computers & Education,
55(1), 350-362.
Abstract:
In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard
The focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher–pupil interaction, with very little consideration of its possible use as a tool for pupils’ collaborative endeavour. This paper is based upon an ESRC-funded project,1 which considers how pupils use the interactive whiteboard when working together on science-related activities. It provides an analysis of video and other data from science lessons in UK Years 4 and 5 primary classrooms (pupils aged 8–10 years). Concentrating on a series of lessons constructed by three (out of 12) of the project teachers, together with their written and spoken commentaries, it takes each set of lessons as a case for study and comparison.
This paper focuses in particular on the nature of the ‘vicarious presence’ of the teacher evident in the group interactions at the board. We address the following questions: How is the teacher’s vicarious presence evident in the work of pupils at the interactive whiteboard? How does this presence influence the behaviour of pupils engaged in science activities?
In this account, we suggest that the teacher remotely mediates the activity of the pupils at the board in two specific and interlinked ways. Firstly, the vicarious presence of the teacher seems to be in the minds of pupils, enabling them to appropriate and use introduced rules and procedures, in this case in relation to group talk. Secondly, it is in the ways in which the constructed task environment on the IWB guides and mediates the pupils’ actions, enabling them to connect with, interpret and act upon the teacher intentions for the task. Here, the teacher’s vicarious presence is in the technology.
We conclude that the IWB can provide both a tool and an environment that can encourage the creation of a shared dialogic space within which co-constructed knowledge building can take place. However, this only occurs where there is active support from the teacher for collaborative, dialogic activity in the classroom and where the teacher is able to devise tasks that use board affordances to promote active learning and pupil agency.
Abstract.
Full text.
Kleine Staarman J, Mercer N (2010). The Guided Construction of Knowledge: Talk between Teachers and Students. In Littleton, K, Wood, C, Staarman K, J (Eds.) International Handbook of Psychology in Education, Bingley, UK: Emerald Group Publishing Limited.
2009
Kleine Staarman J (2009). Collaboration and technology: the nature of discourse in primary school
computer-supported collaborative learning practices.
Mercer N, Dawes L, Kleine Staarman J (2009). Dialogic Teaching in the primary science classroom. Language and Education, 23(4), 353-369.
Mercer N, Gillen J, Kleine Staarman J, Littleton K, Twiner A (2009). Interactive Whiteboards: does new technology transform teaching?. In Ludvigsen, S, Lund, A, Rasmussen, I, Säljö, R (Eds.) Learning across sites; new tools, infrastructures and practices.
Kleine Staarman J (2009). The joint negotiation of ground rules: establishing a shared collaborative practice with new classroom technology.
Language and Education,
23(1), 79-95.
Full text.
2008
Gillen J, Littleton K, Twiner A, Kleine Staarman J, Mercer N (2008). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 4(24), 348-358.
2007
Gillen J, Kleine Staarman J, Littleton K, Mercer N, Twiner A (2007). A “learning revolution”? Investigating pedagogic practices around Interactive Whiteboards in British Primary Classrooms. Learning, Media and Technology, 32(3), 243-256.
2005
Kleine Staarman J, Krol K, Van der Meijden H (2005). Peer interaction in three collaborative. learning environments. Journal of Classroom Interaction, 40(1), 29-39.
De Jong F, Kollöffel B, Van Der Meijden H, Staarman JK, Janssen J (2005). Regulative processes in individual, 3D and computer supported cooperative learning contexts.
Computers in Human Behavior,
21(4), 645-670.
Abstract:
Regulative processes in individual, 3D and computer supported cooperative learning contexts
Three studies of student regulation of learning were undertaken. In the first study, the temporal organization of the self-regulation process was examined within an individual learning context. Multilevel analysis showed linear and quadratic relations between self-regulation process and the phase of learning. An unexpected negative direct relation between self-regulation and test performance was only found for the process of "directing". In the two other studies, collaborative computer learning within a 3D environment, on the one hand, and within the context of literacy practices, on the other hand, was examined. Self-regulative processes as "monitoring," "directing," and "testing" occurred less frequently than "grounding" and "common agreement" activities. In all three studies, the students rarely "orient" themselves towards the learning task. It is concluded that the adequacy of regulation and not the frequency is important for student learning. © 2004 Elsevier Ltd. All rights reserved.
Abstract.
2003
Kleine Staarman J, Verhoeven L, Aarnoutse C (2003). Connecting discourses: intertextuality. in a primary school CSCL practice. International Journal of Educational Research, 39, 807-816.
2000
Kleine Staarman J, Trimpe J (2000). Multipele Representaties [Multiple Respresentation]. In Simons PRJ (Ed) Leren en Instructie: Reviewstudie in opdracht van NWO/PROO, Nijmegen: Department of Educational Sciences, University of Nijmegen.
