Teacher-Student Dialogue during Classroom Teaching: Does It Really Impact on Student Outcomes?

Autor/inn/en	Howe, Christine; Hennessy, Sara; Mercer, Neil; Vrikki, Maria; Wheatley, Lisa
Titel	Teacher-Student Dialogue during Classroom Teaching: Does It Really Impact on Student Outcomes?
Quelle	In: Journal of the Learning Sciences, 28 (2019) 4-5, S.462-512 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howe, Christine) ORCID (Hennessy, Sara) ORCID (Mercer, Neil) ORCID (Vrikki, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2019.1573730
Schlagwörter	Teacher Student Relationship; Dialogs (Language); Classroom Communication; Outcomes of Education; Children; Prior Learning; Student Participation; Elementary School Students; Elementary School Teachers; Foreign Countries; Questioning Techniques; United Kingdom (London); United Kingdom (England) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Dialog; Dialogs; Dialogue; Dialogues; Klassengespräch; Lernleistung; Schulerfolg; Child; Kind; Kinder; Vorkenntnisse; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Befragungstechnik; Fragetechnik
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01