TY - JOUR
T1 - Dialogic practices in primary school classrooms
AU - Vrikki, Maria
AU - Wheatley, Lisa
AU - Howe, Christine
AU - Hennessy, Sara
AU - Mercer, Neil
N1 - Funding Information:
This work was supported by the Economic and Social Research Council (ESRC) under Grant ES/ M007103/1.
Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019/1/2
Y1 - 2019/1/2
N2 - Research into classroom dialogue suggests that certain forms are especially productive for students’ learning. Despite the large number of studies in this area, there is inadequate evidence about the prevalence of the identified forms, let alone their productivity. However, scarcity is widely presumed. The overall aim of the study reported in this article was to examine the extent to which the forms are embedded within current practice in English primary schools. Video-recordings of two lessons from each of 36 classrooms formed the database, with two subjects from mathematics, English and science covered in each classroom. Each lesson was coded per turn for the presence of ‘dialogic moves’ and rated overall for the level of student involvement in specified activities. Results revealed that the supposedly productive forms were not always as scarce as sometimes presumed, while also highlighting huge variation in their relative occurrence. They also point to the role of professional development (PD) for teachers in promoting use of some forms.
AB - Research into classroom dialogue suggests that certain forms are especially productive for students’ learning. Despite the large number of studies in this area, there is inadequate evidence about the prevalence of the identified forms, let alone their productivity. However, scarcity is widely presumed. The overall aim of the study reported in this article was to examine the extent to which the forms are embedded within current practice in English primary schools. Video-recordings of two lessons from each of 36 classrooms formed the database, with two subjects from mathematics, English and science covered in each classroom. Each lesson was coded per turn for the presence of ‘dialogic moves’ and rated overall for the level of student involvement in specified activities. Results revealed that the supposedly productive forms were not always as scarce as sometimes presumed, while also highlighting huge variation in their relative occurrence. They also point to the role of professional development (PD) for teachers in promoting use of some forms.
KW - Classroom dialogue
KW - classroom interaction
KW - primary school education
KW - teacher professional development (PD)
UR - http://www.scopus.com/inward/record.url?scp=85059094484&partnerID=8YFLogxK
U2 - 10.1080/09500782.2018.1509988
DO - 10.1080/09500782.2018.1509988
M3 - Article
AN - SCOPUS:85059094484
SN - 0950-0782
VL - 33
SP - 85
EP - 100
JO - Language and Education
JF - Language and Education
IS - 1
ER -