Educational dialogue in the classroom : scaffolding, knowledge building and associations with academic performance
The present thesis focuses on patterns of educational dialogue, their quality
with respect to forms of teacher scaffolding and shared knowledge building,
and the association between the quality of educational dialogue and students’
academic performance. The specific questions of interest are as follows: (1) to
examine how teachers scaffold students in learning situations through dialogic
teaching, (2) to identify patterns of shared knowledge building in educational
dialogues, and (3) to investigate how the quality of educational dialogue is
associated with academic performance. The data were drawn from the audio-
and video-recorded lessons of the First Steps longitudinal study, which were
collected from preschool (n = 16), Grade 1 and 2 (n = 70), and Grade 6 (n = 158)
classrooms. Subsamples of transcribed lessons were employed in the qualitative
analysis. The classroom observations were rated by the Classroom Assessment
Scoring System (CLASS), and these scores and students’ grades in academic
subjects were utilised in the quantitative analyses. First, two teacher-initiated
and two student-initiated patterns of dialogic teaching were identified, in which
the quality varied from moderate to high. The findings indicated that the
quality of educational dialogue varies depending on teachers’ scaffolding
strategies and on the extent of student initiation and participation in
discussions during the early school years. Second, the sharing of three types of
knowledge was identified in Grade 6 classrooms: facts, views, and experiences.
The sharing of these three types of knowledge was identified as forming six
knowledge-building patterns in educational dialogue. Finally, the quality of
educational dialogue was found to be positively associated with students’
performance, measured by grades in academic subjects, in language arts and
physics/chemistry in Grade 6. The qualitative analysis showed further that
patterns of dialogic teaching characterised the quality of the language arts and
physics/chemistry lessons. Overall, the results add to our understanding of the
variation in the quality of educational dialogue and its associations with
students’ academic performance.
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Publisher
University of JyväskyläISBN
978-951-39-7390-2ISSN Search the Publication Forum
0075-4625Contains publications
- Artikkeli I: Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.- M., & Lerkkanen, M.-K. (2016). Scaffolding through dialogic teaching in early school classrooms. Teaching and Teacher Education, 55, 143–154. DOI: 10.1016/j.tate.2016.01.007.
- Artikkeli II: Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.- M., & Lerkkanen, M.-K. (2017). Knowledge-building patterns in educational dialogue. International Journal of Educational Research, 81, 25–37. DOI: 10.1016/j.ijer.2016.10.005.
- Artikkeli III: Muhonen, H., Pakarinen, E., Poikkeus, A.-M., Lerkkanen, M.-K., & Rasku-Puttonen, H. (2018). Quality of educational dialogue and association with students’ academic performance. Learning and Instruction, 55, 67–79. DOI: 10.1016/j.learninstruc.2017.09.007.
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