TY - JOUR
T1 - Teacher–Student Dialogue During Classroom Teaching
T2 - Does It Really Impact on Student Outcomes?
AU - Howe, Christine
AU - Hennessy, Sara
AU - Mercer, Neil
AU - Vrikki, Maria
AU - Wheatley, Lisa
N1 - Funding Information:
This research was supported through Grant No. ES/M007103/1 by the Economic and Social Research Council of Great Britain. This research was conducted while all authors were affiliated with the Faculty of Education, University of Cambridge. We wish to thank the Economic and Social Research Council of Great Britain, the participating students, the teachers and head teachers, and the large number of colleagues and postgraduates who assisted with project design, sample recruitment, data collection, and data preparation (especially Ayesha Ahmed, Annabel Amodia-Bidakowska,?Sarah Baugh, Elisa Calcagni, and Helen Lancaster, who helped with everything).
Publisher Copyright:
© 2019, Copyright © 2019 Taylor & Francis Group, LLC.
PY - 2019/10/20
Y1 - 2019/10/20
N2 - It is now widely believed that classroom dialogue matters as regards student outcomes, with optimal patterns often regarded as requiring some or all of open questions, elaboration of previous contributions, reasoned discussion of competing viewpoints, linkage and coordination across contributions, metacognitive engagement with dialogue, and high student participation. To date, however, the relevance of such features has been most convincingly examined in relation to small-group interaction among students; little is known about their applicability to teacher–student dialogue. This article reports a large-scale study that permits some rebalancing. The study revolved around 2 lessons (covering 2 of mathematics, literacy, and science) that were video recorded in each of 72 demographically diverse classrooms (students’ ages 10–11 years). Key measures of teacher–student dialogue were related to 6 indices of student outcome, which jointly covered curriculum mastery, reasoning, and educationally relevant attitudes. Prior attainment and attitudes were considered in analyses, as were other factors (e.g., student demographics and further aspects of classroom practice) that might confound interpretation of dialogue–outcome relations. So long as students participated extensively, elaboration and querying of previous contributions were found to be positively associated with curriculum mastery, and elaboration was also positively associated with attitudes.
AB - It is now widely believed that classroom dialogue matters as regards student outcomes, with optimal patterns often regarded as requiring some or all of open questions, elaboration of previous contributions, reasoned discussion of competing viewpoints, linkage and coordination across contributions, metacognitive engagement with dialogue, and high student participation. To date, however, the relevance of such features has been most convincingly examined in relation to small-group interaction among students; little is known about their applicability to teacher–student dialogue. This article reports a large-scale study that permits some rebalancing. The study revolved around 2 lessons (covering 2 of mathematics, literacy, and science) that were video recorded in each of 72 demographically diverse classrooms (students’ ages 10–11 years). Key measures of teacher–student dialogue were related to 6 indices of student outcome, which jointly covered curriculum mastery, reasoning, and educationally relevant attitudes. Prior attainment and attitudes were considered in analyses, as were other factors (e.g., student demographics and further aspects of classroom practice) that might confound interpretation of dialogue–outcome relations. So long as students participated extensively, elaboration and querying of previous contributions were found to be positively associated with curriculum mastery, and elaboration was also positively associated with attitudes.
UR - http://www.scopus.com/inward/record.url?scp=85063297300&partnerID=8YFLogxK
U2 - 10.1080/10508406.2019.1573730
DO - 10.1080/10508406.2019.1573730
M3 - Article
AN - SCOPUS:85063297300
SN - 1050-8406
VL - 28
SP - 462
EP - 512
JO - Journal of the Learning Sciences
JF - Journal of the Learning Sciences
IS - 4-5
ER -