Do those who talk more learn more? The relationship between student classroom talk and student achievement

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00107721" target="_blank" >RIV/00216224:14210/19:00107721 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S0959475218303839" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0959475218303839</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.learninstruc.2019.101217" target="_blank" >10.1016/j.learninstruc.2019.101217</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Do those who talk more learn more? The relationship between student classroom talk and student achievement

Popis výsledku v původním jazyce

There have been efforts to investigate the link between classroom talk and student achievement for some time. However, studies considering individual student participation in classroom talk have thus far been rare. The research reported in this study was carried out on 639 ninth grade students at Czech middle schools. Observations took place in language arts lessons; talk time and the number of utterances with reasoning were recorded for each student. Achievement was measured using a standardized reading literacy test. The results confirmed a strong link between a given student's talk time and number of utterances featuring reasoning and that student's achievement. As for student talk time, a connection at the classroom level was also identified – students in talkative classrooms had better results. However, there was not a connection between utterances with reasoning and better results at the classroom level. A positive link between individual participation and achievement was observed in all students regardless of socio-economic background or gender.

Název v anglickém jazyce

Do those who talk more learn more? The relationship between student classroom talk and student achievement

Popis výsledku anglicky

There have been efforts to investigate the link between classroom talk and student achievement for some time. However, studies considering individual student participation in classroom talk have thus far been rare. The research reported in this study was carried out on 639 ninth grade students at Czech middle schools. Observations took place in language arts lessons; talk time and the number of utterances with reasoning were recorded for each student. Achievement was measured using a standardized reading literacy test. The results confirmed a strong link between a given student's talk time and number of utterances featuring reasoning and that student's achievement. As for student talk time, a connection at the classroom level was also identified – students in talkative classrooms had better results. However, there was not a connection between utterances with reasoning and better results at the classroom level. A positive link between individual participation and achievement was observed in all students regardless of socio-economic background or gender.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA17-03643S" target="_blank" >GA17-03643S: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků</a><br>

Návaznosti

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

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název periodika

Learning and Instruction

ISSN

0959-4752

e-ISSN

—

Svazek periodika

63

Číslo periodika v rámci svazku

October

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

10

Strana od-do

1-10

Kód UT WoS článku

000484870400006

EID výsledku v databázi Scopus

2-s2.0-85067271156