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Dialogic Practices in Primary School Classrooms

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Title: Dialogic Practices in Primary School Classrooms
Language: English
Authors: Vrikki, Maria (ORCID 0000-0002-2748-4418), Wheatley, Lisa, Howe, Christine, Hennessy, Sara (ORCID 0000-0002-9050-4995), Mercer, Neil (ORCID 0000-0002-6829-8072)
Source: Language and Education. 2019 33(1):85-100.
Availability: 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
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: 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
Geographic Terms: United Kingdom (England)
DOI: 10.1080/09500782.2018.1509988
ISSN: 0950-0782
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1215443
Database: ERIC
FullText Text:
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  Data: Dialogic Practices in Primary School Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Vrikki%2C+Maria%22">Vrikki, Maria</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2748-4418">0000-0002-2748-4418</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wheatley%2C+Lisa%22">Wheatley, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22Howe%2C+Christine%22">Howe, Christine</searchLink><br /><searchLink fieldCode="AR" term="%22Hennessy%2C+Sara%22">Hennessy, Sara</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9050-4995">0000-0002-9050-4995</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mercer%2C+Neil%22">Mercer, Neil</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6829-8072">0000-0002-6829-8072</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+and+Education%22"><i>Language and Education</i></searchLink>. 2019 33(1):85-100.
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  Data: 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
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  Data: Y
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  Data: 16
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Databases%22">Databases</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1080/09500782.2018.1509988
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  Data: 0950-0782
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  Label: Abstract
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  Data: 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.
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  Data: 2019
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  Data: EJ1215443
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    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Video Technology
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Classroom Communication
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      – SubjectFull: Learning Processes
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      – SubjectFull: Science Instruction
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      – SubjectFull: English
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: United Kingdom (England)
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