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An Analysis of the Forms of Teacher-Student Dialogue That Are Most Productive for Learning

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Title: An Analysis of the Forms of Teacher-Student Dialogue That Are Most Productive for Learning
Language: English
Authors: Hennessy, Sara (ORCID 0000-0002-9050-4995), Calcagni, Elisa (ORCID 0000-0002-1983-3278), Leung, Alvin (ORCID 0000-0001-6789-2435), Mercer, Neil (ORCID 0000-0002-6829-8072)
Source: Language and Education. 2023 37(2):186-211.
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: 26
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Teacher Student Relationship, Dialogs (Language), Discourse Analysis, Outcomes of Education, Elementary School Students, Foreign Countries, Mathematics Achievement, English, Achievement Gains, Correlation, Classroom Communication, Sociocultural Patterns, Computational Linguistics, Student Participation, Instructional Effectiveness, Fractions, Verbs, Lesson Plans, High Achievement, Low Achievement, Water, Biochemistry, Cooperative Learning
Geographic Terms: United Kingdom (England)
DOI: 10.1080/09500782.2021.1956943
ISSN: 0950-0782
1747-7581
Abstract: Dialogic approaches based on active student participation, open, respectful discussion, exploring and critiquing different perspectives are increasingly found to support student learning. However, the specific productive forms of teacher-student interaction have rarely been studied systematically. A recent large-scale project explored the relationship between dialogic forms of interaction and learning outcomes for students aged 10-11 in primary school classrooms in England. This follow-up study built on the dataset and outcomes of that study. The objective here was to generate insights into the forms of interaction observable within classes achieving higher and lower learning gains in English and mathematics. Sociocultural discourse analysis combined in-depth qualitative analysis with corpus linguistics methods. The specific forms of dialogue emerging in the earlier study as most productive for learning from turn-by-turn coding and whole-lesson ratings were analysed in more depth. The findings offer rich illustrations of how the productive features are manifested in authentic classroom practice. The outcomes contribute to our understanding of which specific forms of teacher-student dialogue support learning, and how teachers may actively promote these.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1383500
Database: ERIC
FullText Text:
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  Data: An Analysis of the Forms of Teacher-Student Dialogue That Are Most Productive for Learning
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  Data: <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="%22Calcagni%2C+Elisa%22">Calcagni, Elisa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1983-3278">0000-0002-1983-3278</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leung%2C+Alvin%22">Leung, Alvin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6789-2435">0000-0001-6789-2435</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>. 2023 37(2):186-211.
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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: 26
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  Data: 2023
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Computational+Linguistics%22">Computational Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink><br /><searchLink fieldCode="DE" term="%22Verbs%22">Verbs</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Water%22">Water</searchLink><br /><searchLink fieldCode="DE" term="%22Biochemistry%22">Biochemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1080/09500782.2021.1956943
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  Data: 0950-0782<br />1747-7581
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  Label: Abstract
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  Data: Dialogic approaches based on active student participation, open, respectful discussion, exploring and critiquing different perspectives are increasingly found to support student learning. However, the specific productive forms of teacher-student interaction have rarely been studied systematically. A recent large-scale project explored the relationship between dialogic forms of interaction and learning outcomes for students aged 10-11 in primary school classrooms in England. This follow-up study built on the dataset and outcomes of that study. The objective here was to generate insights into the forms of interaction observable within classes achieving higher and lower learning gains in English and mathematics. Sociocultural discourse analysis combined in-depth qualitative analysis with corpus linguistics methods. The specific forms of dialogue emerging in the earlier study as most productive for learning from turn-by-turn coding and whole-lesson ratings were analysed in more depth. The findings offer rich illustrations of how the productive features are manifested in authentic classroom practice. The outcomes contribute to our understanding of which specific forms of teacher-student dialogue support learning, and how teachers may actively promote these.
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        Value: 10.1080/09500782.2021.1956943
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      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Discourse Analysis
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