Silent students and the patterns of their participation in classroom talk
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F20%3A00114637" target="_blank" >RIV/00216224:14210/20:00114637 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/doi/full/10.1080/10508406.2020.1794878" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/10508406.2020.1794878</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/10508406.2020.1794878" target="_blank" >10.1080/10508406.2020.1794878</a>
Alternative languages
Result language
angličtina
Original language name
Silent students and the patterns of their participation in classroom talk
Original language description
This study is concerned with the ways that patterns of student participation in classroom talk are constructed, focusing on silent students who participate in whole-class conversation to a limited extent. We conducted an ethnographic survey in two ninth-grade classes. We made video recordings of the lessons and interviewed the students and teachers. We observed eight focal silent students-four high-achieving and four low-achieving. Participation patterns of high-achieving and low-achieving silent students diverge. High-achieving silent students are often called on by the teacher, and they give extended answers to difficult questions. Low-achieving silent students are called on rarely. High-achieving silent students use silence to consolidate their position as exceptionally capable students; low-achieving silent students use it to consolidate their position as less capable. However, it is possible to engage low-achieving silent students if the teacher notices their momentary spontaneous urge to participate and creates space for their voice in the classroom. The paper focuses on the silent students who are often overlooked in studies on classroom talk. It calls for specific attention paid to low-achieving silent students who are limited in their learning opportunities and thus facing educational disadvantage.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GA17-03643S" target="_blank" >GA17-03643S: On the Relationship between Characteristics of Classroom Discourse and Student Achievement</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2020
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of the Learning Sciences
ISSN
1050-8406
e-ISSN
1532-7809
Volume of the periodical
29
Issue of the periodical within the volume
4-5
Country of publishing house
US - UNITED STATES
Number of pages
36
Pages from-to
681-716
UT code for WoS article
000555204700001
EID of the result in the Scopus database
2-s2.0-85088971716