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Marginality in collaborative groups

Descriptive

TitleInfo
Title
Marginality in collaborative groups
SubTitle
a cultural-historical activity theory perspective
Name (type = personal)
NamePart (type = family)
Adams-Wiggins
NamePart (type = given)
Karlyn R.
NamePart (type = date)
1986-
DisplayForm
Karlyn R. Adams-Wiggins
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Rogat
NamePart (type = given)
Toni K
DisplayForm
Toni K Rogat
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Chinn
NamePart (type = given)
Clark
DisplayForm
Clark Chinn
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = personal)
NamePart (type = family)
Battey
NamePart (type = given)
Dan
DisplayForm
Dan Battey
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
McCaslin
NamePart (type = given)
Mary
DisplayForm
Mary McCaslin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2015
DateOther (qualifier = exact); (type = degree)
2015-05
Place
PlaceTerm (type = code)
xx
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2015
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Recent research on collaborative learning demonstrates the importance of social aspects of groupwork for learning (e.g., Barron, 2003). Yet, a developmental lens on early adolescents’ identity work during collaboration is absent. From a developmental perspective, both competence and contextualized peer relationships are critical for early adolescents’ identities in middle school (Roeser & Eccles, 2000). Marginality situates identity within the context of development by emphasizing how students handle exclusion in groupwork. The present studies employed sociocultural and activity theoretical lenses to examine the unfolding of marginal identities in 7th grade classrooms at ethnically-diverse middle schools during three inquiry science units. Four questions were addressed: (1) how do group members negotiate competence during collaboration?, (2) how do marginal group members exercise agency?, (3) how do the forms of agency exercised by marginal group members relate to identity trajectories over a semester?, and (4) how does the structure of group activity systems contribute to the formation of marginal identities? Qualitative methods were used to analyze videotaped observations of groupwork and student interviews for Studies 1 and 2. Study 3 was a case study of outbound trajectories of marginality and activity system structures. Results of Study 1 indicate that group members negotiated competence in response to other-regulation. Study 2 produced a framework for marginality and agency; findings indicated that off-task activity was frequently used as a space to resist marginality and trajectories were best described by differences in number of alliances and flexibility of those alliances. Study 3 findings revealed that marginal identities were associated with contradictions within rules that impacted the division of labor; division of labor was employed to exclude group members or invoke an intellectual/manual division of labor. Overall, results suggest that students need ways to access on-task activity without threats to competence. Further, sub-processes were identified that were involved in exerting agency even as the group negotiates exclusion and marginality. Findings suggest that professional development should focus on teachers supporting positive, central identities in groupwork and fostering group norms conducive to a psychologically safe climate. Students should also receive training on how to reduce their groups’ focus on relative competence.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Identity (Psychology) in adolescence
Subject (authority = ETD-LCSH)
Topic
Social identities
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6294
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xi, 227 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Karlyn R. Adams-Wiggins
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3MG7RBR
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Adams-Wiggins
GivenName
Karlyn
MiddleName
R.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-04-10 10:52:03
AssociatedEntity
Name
Karlyn Adams-Wiggins
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-05-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2017-05-30
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 30th, 2017.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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