Název: If they talk more during lessons, will they achieve better? : unlocking the reciprocal relationship between student verbal participation and achievement
Zdrojový dokument: Studia paedagogica. 2024, roč. 29, č. 3, s. [30]-51
Rozsah
[30]-51
-
ISSN2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2024-3-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.81360
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
otevřený přístup
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This study investigates the relationship between student verbal participation and achievement in sixth-grade language arts. We conducted an intervention in six classes to enhance and equalize student talk while reducing individual disparities in participation. The design of the study involved measuring talk time and administering reading literacy tests before and after the intervention, with similar measurements in six control classrooms. The results indicated increased and more evenly distributed verbal participation in the intervention classrooms than in the control classrooms. However, no significant differences in student achievement were observed between the two groups. A path analysis examined the link between participation and achievement, confirming that verbal participation is a predictor of student success. The study suggests that the impact of increased verbal participation on achievement might be more pronounced over the long term, necessitating further research with delayed post-measurements to fully understand this relationship.
Note
This article is an output of the project Collectivity in Dialogic Teaching: An Intervention Study (GA21-16021S) funded by the Czech Science Foundation. This output was supported by the NPO "Systemic Risk Institute" number LX22NPO5101, funded by the European Union – Next Generation EU (Ministry of Education, Youth and Sports of the Czech Republic, NPO: EXCELES).
Reference
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[24] Kyriakides, L., Creemers, B., Panayiotou, A., & Charalambous, E. (2020). Quality and equity in education: Revisiting theory and research on educational effectiveness and improvement. Routledge.
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[26] Morlà-Folch, T., Renta Davis, A., I., Padrós, M., & Valls, R. (2022). A research synthesis of the impacts of successful educational actions on student outcomes. Educational Research Review, 37(1). https://doi.org/10.1016/j.edurev.2022.100482 | DOI 10.1016/j.edurev.2022.100482
[27] Moser, M., Zimmermann, M., Pauli, C., Reusser, K., & Wischgoll, A. (2022). Student's vocal participation trajectories in whole-class discussions during teacher professional development. Learning, Culture and Social Interaction, 34, 100633. https://doi.org/10.1016/j.lcsi.2022.100633 | DOI 10.1016/j.lcsi.2022.100633
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[32] O'Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48, 5–13. https://doi.org/10.1016/j.learninstruc.2016.11.003
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[34] Panayiotou, A., Herbert, B., Sammons, P., & Kyriakides, L. (2021). Conceptualizing and exploring the quality of teaching using generic frameworks: A way forward. Studies in Educational Evaluation, 70, 1–15. https://doi.org/10.1016/j.stueduc.2021.101028 | DOI 10.1016/j.stueduc.2021.101028
[35] Rüede, C., Streit, C., Mok, S. Y., & Laubscher, R. (2023). Orchestrating productive classroom talk in Swiss second grade mathematics classrooms. Journal für Mathematik-Didaktik, 44, 385–415. https://doi.org/10.1007/s13138-023-00224-2 | DOI 10.31234/osf.io/m7n9f
[36] Ruthven, K., Mercer, N., Taber, K. S., Guardia, P., Hofmann, R., Ilie, S., Luthman, S., & Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18–40. https://doi.org/10.1080/02671522.2015.1129642 | DOI 10.1080/02671522.2015.1129642
[37] Schenke, K. (2018). From structure to process: Do students' own construction of their classroom drive their learning? Learning and Individual Differences, 62, 36–48. https://doi.org/10.1016/j.lindif.2018.01.006. | DOI 10.1016/j.lindif.2018.01.006
[38] Sedláček, M. & Šeďová, K. (2020). Are student engagement and peer relationships connected to student participation in classroom talk? Learning, Culture and Social Interaction, 26. https://doi.org/10.1016/j.lcsi.2020.100411 | DOI 10.1016/j.lcsi.2020.100411
[39] Šeďová, K., & Sedláček, M. (2023). How vocal and silent forms of participation in combination relate to student achievement. Instructional Science, 51, 343–361. https://doi.org/10.1007/s11251-022-09609-1
[40] Šedová, K., Sedláček, M., Švaříček, R., Majcík, M., Navrátilová, J., Drexlerová, A., Kychler, J., & Šalamounová, Z. (2019). Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction, 63. https://doi.org/10.1016/j.learninstruc.2019.101217 | DOI 10.1016/j.learninstruc.2019.101217
[41] Shepherd, A. M. (2014). The discursive construction of knowledge and kvity in classroom interactions. Linguistics and Education, 28, 79–91. https://doi.org/10.1016/j.linged.2014.08.006. | DOI 10.1016/j.linged.2014.08.006
[42] Schnitzler, K., Holzberger, D., & Seidel, T. (2020). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36, 627–652. https://doi.org/10.1007/s10212-020-00500-6 | DOI 10.1007/s10212-020-00500-6
[43] Terhart, E. (2011). Has John Hattie really found the holy grail of research on teaching? An extended review of visible learning. Journal of Curriculum Studies, 43(3), 425–438. https://doi.org/10.1080/00220272.2011.576774 | DOI 10.1080/00220272.2011.576774
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[2] Bae, L. Ch., & DeBusk-Lane, M. (2019). Middle school engagement profiles: Implications for motivation and achievement in science. Learning and Individual Differences, 74(2), 101753. https://doi.org/10.1016/j.lindif.2019.101753. | DOI 10.1016/j.lindif.2019.101753
[3] Böheim, R., Urdan, T., Knogler, M., & Seidel, T. (2020). Student hand-raising as an indicator of behavioral engagement and its role in classroom learning. Contemporary Educational Psychology, 62, 101894. https://doi.org/10.1016/j.cedpsych.2020.101894 | DOI 10.1016/j.cedpsych.2020.101894
[4] Brophy, J. E., & Good, T. L. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educational Psychology, 61(5), 365–374. https://doi.org/10.1037/h0029908 | DOI 10.1037/h0029908
[5] Caspi, A., Chajut, E., Saporta, K., & Beyth-Marom, R. (2006). The influence of personality on social participation in learning environments. Learning and Individual Differences, 16(2). https://doi.org/10.1016/j.lindif.2005.07.003 | DOI 10.1016/j.lindif.2005.07.003
[6] Clarke, S. N. (2015). The right to speak. In L. B. Resnick, C. S. C. Asterhan & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 167–180). American Educational Research Association. | DOI 10.3102/978-0-935302-43-1_13
[7] Chang, D. F., Chien, W. C., & Chou W. C. (2016). Meta-analysis approach to detect the effect of student engagement on academic achievement. ICIC Express Letters, 10, 2441–2446. https://doi.org/10.24507/icicel.10.10.2441.
[8] Decristan, J., Jansen, N. C., & Fauth, B. (2023). Student participation in whole-class discourse: individual conditions and consequences for student learning in primary and secondary school. Learning and Instruction, 86, 101748. https://doi.org/10.1016/j.learninstruc.2023.101748 | DOI 10.1016/j.learninstruc.2023.101748
[9] Erath, K., Prediger, S., Quasthoff, U., & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99, 161–179. https://doi.org/10.1007/s10649-018-9830-7 | DOI 10.1007/s10649-018-9830-7
[10] Hardman, J. (2016). Opening-up classroom discourse to promote and enhance active, collaborative and cognitively-engaging student learning experiences. In C. Goria, O. Speicher & S. Stollhans (Eds.), Innovative language teaching and learning at university: enhancing participation and collaboration (pp. 5–16). https://doi.org/10.14705/rpnet.2016.9781908416322 | DOI 10.14705/rpnet.2016.000400
[11] Hattie, J. (2009). Visible Learning. A Synthesis of Over 800 Meta-Analysis Relating to Achievement. Routledge. https://doi.org/10.4324/9780203887332
[12] Helgevold, N. (2016). Teaching as creating space for participation – establishing a learning community in diverse classrooms. Teachers and Teaching, 22(3), 315–328. | DOI 10.1080/13540602.2015.1058590
[13] Hennessy, S-, Calcagni, E., Leung, A., & Mercer, N. (2023). An analysis of the forms of teacherstudent dialogue that are most productive for learning. Language and Education, 37(2), 186–211. https://doi.org/10.1080/09500782.2021.1956943 | DOI 10.1080/09500782.2021.1956943
[14] Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–student dialogue during classroom teaching: Does it really impact upon student outcomes? Journal of the Learning Sciences, 28(4-5), 462–512. https://doi.org/10.1080/10508406.2019.1573730 | DOI 10.1080/10508406.2019.1573730
[15] Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118 | DOI 10.1080/10705519909540118
[16] Inagaki, K., Hatano, G., & Morita, E. (1998). Construction of mathematical knowledge through whole-class discussion. Learning and Instruction, 8(6). | DOI 10.1016/s0959-4752(98)00032-2
[17] Ing, M., Webb, N. M., Franke, M. L., Turrou, A. C., Wong, J., Shin, N., & Fernandez, C. H. (2015). Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement? Educational Studies in Mathematics, 90, 341–356. https://doi.org/10.1007/s10649-015-9625-z | DOI 10.1007/s10649-015-9625-z
[18] Jurik, V., Gröschner, A., & Seidel, T. (2013). How student characteristics affect girls' and boys' verbal engagement in physics instruction. Learning and Instruction, 23, 33–42. | DOI 10.1016/j.learninstruc.2012.09.002
[19] Kawabe, R., Yamamoto, M., Aoyagi, S., & Watanabe, T. (2014). Measurement of hand raising actions to support students' active participation in class. In S. Yamamoto (Ed.), Human Interface and the Management of Information. Information and Knowledge Design and Evaluation. Lecture Notes in Computer Science (Vol. 8521). Springer. https://doi.org/10.1007/978-3-319-07731-4_20 | DOI 10.1007/978-3-319-07731-4_20
[20] Kelly, S. (2008). Race, social class, and student engagement in middle school English classrooms. Social Science Research, 37(2). https://doi.org/10.1016/j.ssresearch.2007.08.003 | DOI 10.1016/j.ssresearch.2007.08.003
[21] King, R. B., Cai, Y., & Elliot, A. J. (2024). Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries. Learning and Instruction, 89. https://doi.org/10.1016/j.learninstruc.2023.101825 | DOI 10.1016/j.learninstruc.2023.101825
[22] Kline, R. B. (2005). Principles and practice of structural equation modelling. Guilford Press.
[23] Kovalainen, M., & Kumpulainen, K. (2007). The social construction of participation in an elementary classroom community. International Journal of Educational Research, 46(3–4), 141–158. https://doi.org/10.1016/j.ijer.2007.09.011 | DOI 10.1016/j.ijer.2007.09.011
[24] Kyriakides, L., Creemers, B., Panayiotou, A., & Charalambous, E. (2020). Quality and equity in education: Revisiting theory and research on educational effectiveness and improvement. Routledge.
[25] Larrain, A., Freire, P., Grau, V., López, P., Salvat, I., Silva, M., & Gastellu, V. (2018). The effect of peer-group argumentative dialogue on delayed gains in scientific content knowledge. New Directions for Child and Adolescent Development, 162, 67–87. https://doi.org/10.1002/cad.20263 | DOI 10.1002/cad.20263
[26] Morlà-Folch, T., Renta Davis, A., I., Padrós, M., & Valls, R. (2022). A research synthesis of the impacts of successful educational actions on student outcomes. Educational Research Review, 37(1). https://doi.org/10.1016/j.edurev.2022.100482 | DOI 10.1016/j.edurev.2022.100482
[27] Moser, M., Zimmermann, M., Pauli, C., Reusser, K., & Wischgoll, A. (2022). Student's vocal participation trajectories in whole-class discussions during teacher professional development. Learning, Culture and Social Interaction, 34, 100633. https://doi.org/10.1016/j.lcsi.2022.100633 | DOI 10.1016/j.lcsi.2022.100633
[28] Mullis, I. V. S., Martin, M. O., & Gonzales, E. J. (2001). International Achievement in the Processes of Reading Comprehension: Results from PIRLS 2001 in 35 countries.
[29] Mundelsee, L., & Jurkowski, S. (2021). Think and pair before share: Effects of collaboration on students' in-class participation. Learning and Individual Differences, 88, 102015. https://doi.org/10.1016/j.lindif.2021.102015 | DOI 10.1016/j.lindif.2021.102015
[30] Myhill, D. (2002). Bad boys and good girls? Patterns of interaction and response in whole class teaching. British Educational Research Journal, 28(3). https://doi.org/10.1080/01411920220137430 | DOI 10.1080/01411920220137430
[31] Neuman, S. B., Samudra, P., & Danielson, K. (2021). Effectiveness of scaling up a vocabulary intervention for low-income children, pre-K through first grade. Elementary School Journal, 121(3), 385–409. https://doi.org/10.1086/712492 | DOI 10.1086/712492
[32] O'Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48, 5–13. https://doi.org/10.1016/j.learninstruc.2016.11.003
[33] Orner, A., & Netz, H. (2023). Taking, begging, or waiting for the floor: students' social backgrounds, entitlement and agency in classroom discourse. Discourse: Studies in the Cultural Politics of Education, 44(2), 221–237. https://doi.org/10.1080/01596306.2021.1989573 | DOI 10.1080/01596306.2021.1989573
[34] Panayiotou, A., Herbert, B., Sammons, P., & Kyriakides, L. (2021). Conceptualizing and exploring the quality of teaching using generic frameworks: A way forward. Studies in Educational Evaluation, 70, 1–15. https://doi.org/10.1016/j.stueduc.2021.101028 | DOI 10.1016/j.stueduc.2021.101028
[35] Rüede, C., Streit, C., Mok, S. Y., & Laubscher, R. (2023). Orchestrating productive classroom talk in Swiss second grade mathematics classrooms. Journal für Mathematik-Didaktik, 44, 385–415. https://doi.org/10.1007/s13138-023-00224-2 | DOI 10.31234/osf.io/m7n9f
[36] Ruthven, K., Mercer, N., Taber, K. S., Guardia, P., Hofmann, R., Ilie, S., Luthman, S., & Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18–40. https://doi.org/10.1080/02671522.2015.1129642 | DOI 10.1080/02671522.2015.1129642
[37] Schenke, K. (2018). From structure to process: Do students' own construction of their classroom drive their learning? Learning and Individual Differences, 62, 36–48. https://doi.org/10.1016/j.lindif.2018.01.006. | DOI 10.1016/j.lindif.2018.01.006
[38] Sedláček, M. & Šeďová, K. (2020). Are student engagement and peer relationships connected to student participation in classroom talk? Learning, Culture and Social Interaction, 26. https://doi.org/10.1016/j.lcsi.2020.100411 | DOI 10.1016/j.lcsi.2020.100411
[39] Šeďová, K., & Sedláček, M. (2023). How vocal and silent forms of participation in combination relate to student achievement. Instructional Science, 51, 343–361. https://doi.org/10.1007/s11251-022-09609-1
[40] Šedová, K., Sedláček, M., Švaříček, R., Majcík, M., Navrátilová, J., Drexlerová, A., Kychler, J., & Šalamounová, Z. (2019). Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction, 63. https://doi.org/10.1016/j.learninstruc.2019.101217 | DOI 10.1016/j.learninstruc.2019.101217
[41] Shepherd, A. M. (2014). The discursive construction of knowledge and kvity in classroom interactions. Linguistics and Education, 28, 79–91. https://doi.org/10.1016/j.linged.2014.08.006. | DOI 10.1016/j.linged.2014.08.006
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[43] Terhart, E. (2011). Has John Hattie really found the holy grail of research on teaching? An extended review of visible learning. Journal of Curriculum Studies, 43(3), 425–438. https://doi.org/10.1080/00220272.2011.576774 | DOI 10.1080/00220272.2011.576774
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