Silent students and the patterns of their participation in classroom talk

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Silent students and the patterns of their participation in classroom talk

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Silent students and the patterns of their participation in classroom talk

Popis výsledku anglicky

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.

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

2020

Kód důvěrnosti údajů

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

Název periodika

Journal of the Learning Sciences

ISSN

1050-8406

e-ISSN

1532-7809

Svazek periodika

29

Číslo periodika v rámci svazku

4-5

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

36

Strana od-do

681-716

Kód UT WoS článku

000555204700001

EID výsledku v databázi Scopus

2-s2.0-85088971716