Teacher expectancies, teacher behaviour and students’ participation in classroom discourse

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F16%3A00088446" target="_blank" >RIV/00216224:14210/16:00088446 - isvavai.cz</a>
Result on the web
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DOI - Digital Object Identifier
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Result language
angličtina
Original language name
Teacher expectancies, teacher behaviour and students’ participation in classroom discourse
Original language description
There is a common consensus that students learn best through participation in rich and challenging classroom discourse. The aim of this study is to explore whether students viewed as weak by their teachers can productively participate in classroom discourse in literacy lessons. We used micro-ethnographic discourse analysis to analyze video recordings from literacy lessons at a Czech lower secondary school. We focused on two low-expectancy students, who participated in the classroom discourse in different ways. While the first one was passive and unproductive, the second one participated in productive interactions and autonomously helped to construct knowledge in the classroom. Our analysis shows that a student’s way of participation in the classroom is influenced by their teacher’s behaviour.
Czech name
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Czech description
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Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Project
<a href="/en/project/GA13-23578S" target="_blank" >GA13-23578S: Teacher and pupils in dialogic teaching</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2016
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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