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Judith Kleine Staarman

Position/Status
Senior Research Associate

E-mail Address: jk397@cam.ac.uk

Phone: 01223 767593

Qualifications
MA (University of Nijmegen, The Netherlands)

Membership of Professional Bodies/Associations
European Association for Learning and Instruction (EARLI)
International Society for Cultural and Activity Research (ISCAR)

Profile

Judith Kleine Staarman is a Senior Research Associate in the Faculty. Her research focuses on the role of language in the classroom, in particular teacher-student interaction and student talk in small groups. It also includes studies in educational uses of ICT (Information and Communications Technology), in particular Computer Medicated Communication and communication around computers.

Research Topics

  • Teacher - student talk in primary and secondary classrooms
  • Talk in group-based activity in classrooms
  • Collaborative work in educational and work settings
  • The development of children's language and thinking skills
  • Teaching and learning with new technology
  • Spoken language, literacy and ICT
  • Teaching and learning in science education
  • Sociocultural and activity theory
  • Dialogical approaches to teaching and learning
  • Methods for analysing talk and joint activity
  • Qualitative approaches for classroom based research

Current Research Projects

Dialogic Teaching in the Science Classroom (2004-2007)ESRC
Coordinator: Neil Mercer (University of Cambridge), with Phil Scott (Leeds University) Project description: This project studies the incidence, nature and functions of teacher-student dialogue in science education in upper primary and lower secondary classrooms.

Interactive Whiteboards as Pedagogic Tools in Primary Schools (2005-2006) ESRC
With Julia Gillen, Karen Littleton (Open University) and Neil Mercer (University of Cambridge)
Researcher: Alison Twiner (OU)
This project is studying the impact of interactive whiteboards on teaching in primary schools.

Thinking Together, Clapham Park Project (2005-2006)
Clapham Park Project, London.
This interventional project is introducing the Thinking Together approach in primary and secondary schools, as part of a community renewal and development programme in south London.

Interaction Processes and Collaborative Learning in Primary School CSCL practices (2000 - 2005) NWO
University of Nijmegen, The Netherlands
This project, which will accumulate in a PhD thesis, studies collaborative processes and student interaction in a Computer Supported Collaborative Learning environment in a primary school in The Netherlands.

Publications

Journal articles:

Kleine Staarman, J., Krol, K., and 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., Kleine Staarman, J., and Janssen, J. (2005). Self-regulative processes in individual learning and group regulation processes in (3D) CSCL contexts. Computers in Human Behavior, 21(4), 645-670.

Kleine Staarman, J., Aarnoutse, C., and Verhoeven, L. (2003). Connecting discourses: intertextuality in a primary school CSCL practice. International Journal of Educational Research, 39, 807-816.

Kleine Staarman, J. (2003). Face-to-face talk to support computer-mediated discussion in a primary school literacy practice. Reading, 37(2), 73-80.

Book Chapters:

Kleine Staarman, J. (2004). Verbale interactie ter ondersteuning van interactie via computers [Verbal interaction to support interaction through computers]. In L. Verhoeven & R.Voeten, Onderwijskunde in theorie en praktijk [Educational science in theory and practice]. Dordrecht, Kluwer Academic Publishing.

Kleine Staarman, J., and Trimpe, J. (2000). Multipele Representaties [Multiple Representations]. In P. R. J. Simons (Ed.), Leren en Instructie: Reviewstudie in opdracht van NWO/PROO [Learning and Instruction: Invited review study for the Netherlands Organisation for Scientific Research]. Nijmegen: Department of Educational Sciences, Radboud University Nijmegen

Recent Conference presentations:

Kleine Staarman, J. (2005). Analysing the long conversation in the classroom: collaborative learning trajectories in primary school children's computer supported literacy practices. Paper presented at the First ISCAR Congress (International Society for Cultural and Activity Research), Sevilla, Spain.

Mercer, N. and Kleine Staarman, J. (2005). Dialogue and Activity: a methodological gap that needs to be filled. Paper presented at the First ISCAR Congress (International Society for Cultural and Activity Research), Sevilla, Spain.

Kleine Staarman, J. (2005). Learning to collaborate: the role of intercontextuality in the joint construction of meaning in a primary school CSCL project. Paper presented at the EARLI 2005 conference, Nicosia, Cyprus.

De Jong, F., Kollöffel, B., Kleine Staarman, J., Van der Meijden, H., and Janssen, J. (2004). Self-regulative processes in individual learning and group regulation processes in (3D) CSCL contexts. Paper at the Annual meeting of the American Educational Research Association (AERA), San Diego, USA.