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Dialogic practices in primary school classrooms

Dialogic practices in primary school classrooms

 Vrikki, Maria
 2019
 p. 85-100 English
Teaching methodPrimary school educationClassroom dialogueClassroom interactionTeacher professional development (PD)
Tác giả CN Vrikki, Maria
Nhan đề Dialogic practices in primary school classrooms / Maria Virkki,...
Thông tin xuất bản 2019
Mô tả vật lý p. 85-100
Tóm tắt 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.
Thuật ngữ chủ đề Teaching method-Primary school education
Từ khóa tự do Primary school education
Từ khóa tự do Classroom dialogue
Từ khóa tự do Classroom interaction
Từ khóa tự do Teacher professional development (PD)
Tác giả(bs) CN Mercer, Neil
Tác giả(bs) CN Hennessy, Sara
Tác giả(bs) CN Howe, Christine
Tác giả(bs) CN Wheatley, Lisa
Nguồn trích Language and education- Vol. 33-No1/2019
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Dialogic practices in primary school classrooms / |c Maria Virkki,...
260[ ] |c 2019
300[ ] |a p. 85-100
520[ ] |a 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.
650[1 4] |a Teaching method |x Primary school education
653[0 ] |a Primary school education
653[0 ] |a Classroom dialogue
653[0 ] |a Classroom interaction
653[0 ] |a Teacher professional development (PD)
700[1 ] |a Mercer, Neil
700[1 ] |a Hennessy, Sara
700[1 ] |a Howe, Christine
700[1 ] |a Wheatley, Lisa
773[0 ] |t Language and education |g Vol. 33-No1/2019
890[ ] |c 1 |a 0 |b 0 |d 2
Tài liệu số
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