Let them all talk : equitable participation in classroom dialogue as a result of an intervention programme

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F25%3A00140796" target="_blank" >RIV/00216224:14210/25:00140796 - isvavai.cz</a>

Result on the web

<a href="https://doi.org/10.1080/09500782.2025.2454637" target="_blank" >https://doi.org/10.1080/09500782.2025.2454637</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/09500782.2025.2454637" target="_blank" >10.1080/09500782.2025.2454637</a>

Result language

angličtina

Original language name

Let them all talk : equitable participation in classroom dialogue as a result of an intervention programme

Original language description

This study explores the impact of an intervention designed to promote more equitable student participation in classroom dialogue. While dialogue-intensive pedagogies enhance student learning, many students remain silent, limiting their engagement, while others dominate discussions. To address this issue, six teachers participated in a professional development program aimed at promoting balanced participation. The intervention included workshops, collaborative lesson planning, and video-stimulated reflections. A quasi-experimental design was used, comparing six intervention classes with six control classes, with student talk time analyzed in video-recorded lessons before and after the intervention. The results demonstrated a significant increase in student talk time in the intervention classes compared to the control group. The intervention had the strongest effect on previously silent students, who notably increased both brief and extended contributions. Vocal students, while slightly reducing their overall talk time, shifted toward making more extended responses. Additionally, teacher talk moves changed, with an increase in open questions and follow-up prompts directed at silent students, promoting a more inclusive dialogue. The findings suggest that professional development focused on equitable participation can effectively enhance student engagement, reduce disparities in verbal participation, and foster more balanced and inclusive classroom interactions, ultimately contributing to more equitable learning outcomes.

Czech name

—

Czech description

—

Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

Result was created during the realization of more than one project. More information in the Projects tab.

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2025

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Language and Education

ISSN

0950-0782

e-ISSN

1747-7581

Volume of the periodical

39

Issue of the periodical within the volume

6

Country of publishing house

GB - UNITED KINGDOM

Number of pages

19

Pages from-to

1471-1489

UT code for WoS article

001410877400001

EID of the result in the Scopus database

2-s2.0-85216695596