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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

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

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

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

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

Language and Education

ISSN

0950-0782

e-ISSN

1747-7581

Svazek periodika

39

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

19

Strana od-do

1471-1489

Kód UT WoS článku

001410877400001

EID výsledku v databázi Scopus

2-s2.0-85216695596