'Taking part' in conversations requires different activities from the interactants depending on the kind of conversation. This article investigates co-constructions in oral peer group discussions of elementary school children from grades 2 to 6 (7-12 years old). Although dissent is the starting point of argumentations, negotiating processes in oral argumentations are often co-constructed by two or more speakers on different levels, including consensual contexts. Co-constructions presuppose that the second speakers recognize structures and expectations based on the turn of the first speaker and that they are able to complete or expand these structures. Therefore, co-constructions can be understood as an indicator for oral skills and as a key site of 'taking part' in small group discussions. The article will discuss two different kinds of co-constructions (morpho-syntactical and argumentative-structural) based on 60 transcripts from a bigger corpus of 180 peer discussions. The analysis will show that these co-constructions can be understood as synchronizations of thinking and acting and to what extent they are an indicator of oral skills and play an important role in cooperative learning settings. The results are relevant in school contexts when it comes to assess oral argumentation of students. For teachers, they are helpful to elicit requirements for children's argumentation skills and to design tasks conducive to learn to argue and develop assessment tools accordingly.

Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers' value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement ( - ). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachers' value-related educational goals were measured with the , and teachers' perception of their school climate was measured with the . along with for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartz's , , , and and their corresponding dimensions of a perceived value-related school climate of , , , and For the dimensions " and ," the analyses revealed that the perceived value-related school climate of predicted teachers' value-related educational goals of significantly from to , while an effect in the opposite direction from to and from to was found. For the dimension " and ," the analyses revealed that the perceived value-related school climate of predicted teachers' value-related educational goals of from to . These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments.