Patterns of emergent leadership differed across disciplinary content areas, with some students leading in math but not history¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants showed different amounts of leadership in different disciplines; for example, one child made no leadership moves during the history task but nine effective moves during the mathematics task. → E. M. Mercier 2014

Evidence¶

E. M. Mercier 2014¶

E. M. Mercier, S. E. Higgins, Laura da Costa. (2014). Different leaders: Emergent organizational and intellectual leadership in children's collaborative learning groups. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-014-9201-z

q2 · i? · causal · r2

Breakdown of accepted leadership moves by content area in study one. The article reports participants "showing different amounts of leadership in the differen t disciplines," citing a child with no history moves but nine in mathematics.

"this appears to be more complex when the data is broken down b y discipline, with participants showing different amounts of leadership in the differen t disciplines (e.g., Child 2, Group 2, makes no leadership moves during the history task, but nineeffective moves during the mathematics task)."

Discussion¶

Related Claims¶

• Distinct intellectual and organizational emergent leader roles, taken by different students, can be identified in about half of collaborative groups — related
• Leadership moves are distributed among members of children's collaborative learning groups rather than concentrated in a single leader — related
• Emergent leadership did not differ between multi-touch table and paper conditions in study one — related
• Three discourse patterns emerged during collaborative multidisciplinary modeling, differing in the extent to which students merged disciplinary perspectives — related