Dialogic Practices in Primary School Classrooms

Autor/inn/en	Vrikki, Maria; Wheatley, Lisa; Howe, Christine; Hennessy, Sara; Mercer, Neil
Titel	Dialogic Practices in Primary School Classrooms
Quelle	In: Language and Education, 33 (2019) 1, S.85-100 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vrikki, Maria) ORCID (Hennessy, Sara) ORCID (Mercer, Neil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1509988
Schlagwörter	Elementary School Students; Video Technology; Faculty Development; Classroom Communication; Learning Processes; Databases; Dialogs (Language); Mathematics Instruction; Science Instruction; English; Student Participation; Role; Foreign Countries; Incidence; Discourse Analysis; Teacher Student Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Klassengespräch; Learning process; Lernprozess; Datenbank; Dialog; Dialogs; Dialogue; Dialogues; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English language; Englisch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Rollen; Ausland; Vorkommen; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01