At her old school, everyone in Cece's class was deaf. Starting a new school is scary, even more so with a giant hearing aid strapped to your chest. Low-ability children put a higher value on discussion than high-ability children.Publication date 2014 Topics Bell, Cece - Childhood and youth - Comic books, strips, etc, Bell, Cece - Juvenile literature - Comic books, strips, etc, Bell, Cece - Cartoons and comics, Bell, Cece, Bell, Cece - Graphic novels, Deaf children - Comic books, strips, etc, Deaf children - Biography - Juvenile literature, Hearing aids for children - Comic books, strips, etc, Rabbits - Comic books, strips, etc, Friendship - Comic books, strips, etc, Cartoonists - Biography - Comic books, strips, etc, Deaf - Cartoons and comics, Authors - Cartoons and comics, Women - Biography - Cartoons and comics, Deafness, Hearing Aids, Child, JUVENILE NONFICTION - Comics & Graphic Novels - Biography, JUVENILE NONFICTION - Health & Daily Living - Physical Impairments, JUVENILE NONFICTION - Social Topics - Friendship, Hearing aids for children, Cartoonists, Deaf children, Friendship, Rabbits, Schools, Amerikanisches Englisch, Comicroman, Gehörlosigkeit, Kaninchen, Freundschaft, Deaf - United States - Biography - Graphic novels, American authors - Biography - Graphic novels, Women - Biography - Graphic novels, United States Publisher New York, NY : Amulet Books Collection inlibrary printdisabled internetarchivebooks china Digitizing sponsor Kahle/Austin Foundation Contributor Internet Archive Language English Talkative children reported greater interest and engagement than less talkative children. Girls reported greater interest and engagement than boys in both conventional and collaborative discussions and were rated as more engaged by both themselves and adults however, boys showed a greater boost in interest from collaborative discussions.

Student self-ratings of engagement as well as adult ratings of engagement during a 6-min episode of one discussion had relatively high correlations with student self-reported interest and engagement several months later. Both studies showed that collaborative discussions produced greater interest and engagement than conventional discussions. Study 2 evaluated the long term effects of discussions on self-reported motivation. Study 1 examined students’ moment-by-moment engagement during collaborative peer-managed small-group discussions in comparison to conventional teacher-managed whole-class discussions. Fourth- and fifth-grade students’ motivation and engagement during classroom discussions were investigated in 2 studies.

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