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|Title:||Variations in Student Authority in One Collaborative Small|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Mehltretter, K. & Hutchison, P. (2020). Variations in Student Authority in One Collaborative Small. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 633-636). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||In order to better understand inequity in small groups, the processes that lead to student status and authority in relation to other group members warrant further study. To describe status changes in authority of students in small groups, this article applies Langer-Osuna’s influence framework (2016) to data of undergraduate students. This analysis found that these components change both longitudinally across days and rapidly within one day. These changes to students’ positions suggest that not all interactions lead to the development of a singular identity (Langer-Osuna, 2018). These findings are consistent with positioning theory, which posits that identity is rapidly in flux as people position and reposition themselves (Davies & Harre, 1999; DeJarnette & Gonzalez, 2015).|
|Appears in Collections:||ICLS 2020|
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