Investigating educational dialogue : Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms
Muhonen, H., Pakarinen, E., Rasku-Puttonen, H., Poikkeus, A.-M., Siekkinen, M., & Lerkkanen, M.-K. (2024). Investigating educational dialogue : Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms. Learning, Culture and Social Interaction, In Press. https://doi.org/10.1016/j.lcsi.2024.100799
Published in
Learning, Culture and Social InteractionAuthors
Date
2024Discipline
Esi- ja alkuopetusKasvatustiedeHyvinvoinnin tutkimuksen yhteisöKasvatuspsykologiaPre- and Early Childhood EducationEducationSchool of WellbeingKasvatuspsykologiaCopyright
© 2024 The Authors. Published by Elsevier Ltd.
To support student learning throughout their school journey, it is important to investigate the authentic state of educational dialogue both in early primary and secondary school to map the potential variations concerning dialogue. The present study examined educational dialogue in early primary school and secondary school in literacy, mathematics and science lessons. Video-recorded classroom lessons (n = 115 in both grades) of Grade 2 primary school teachers (n = 50) and Grade 9 subject teachers (n = 36) were analysed in terms of the amount, duration, and quality of episodes of educational dialogue. Educational dialogues were found to be typically longer in Grade 9 than in Grade 2. In terms of the quality of educational dialogue, teacher-initiated dialogue of moderate quality occurred more in Grade 9 classrooms, whereas teacher-initiated dialogue of high quality was observed more in Grade 2 classrooms. In Grade 2, both the amount and quality of dialogue varied across subjects, whereas in Grade 9, variation concerning specific subjects was scant. The findings contribute to prior research by suggesting differences in several aspects of educational dialogue between early primary and secondary school. These variations should be considered when supporting students' learning and participation through educational dialogue in different developmental phases and in different subjects.
...
Publisher
ElsevierISSN Search the Publication Forum
2210-6561Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/207537336
Metadata
Show full item recordCollections
Related funder(s)
Research Council of FinlandFunding program(s)
Academy Project, AoF; Others, AoF; Strategic research programmes, AoFAdditional information about funding
The study was funded by the Research Council of Finland (No. 358924 for 2024–2028, No. 317610 for 2018-2022; No. 268586 for 2013–2017), the Finnish Cultural Foundation (No. 00210739), and the Emil Aaltonen Foundation (No. 220139, No. 230127). The study is also a part of the project Right to Belong: Tackling Loneliness and Ostracism during Childhood and Youth which was funded by the Strategic Research Council (SRC) established within the Research Council of Finland (No. 353392, No. 352648 for 2022–2025). ...License
Related items
Showing items with similar title or keywords.
-
Educational Dialogue and Teacher Occupational Stress in Relation to Student Math Performance
Muhonen, Heli; Pakarinen, Eija; Rasku-Puttonen, Helena; Lerkkanen, Marja-Kristiina (Routledge, 2024)This study examined the amount and quality of educational dialogue in relation to student math performance in Grade 2. Domains of teacher occupational stress were considered predicting variables for dialogue and math ... -
Different student-strategies for interactional power in the IRF pattern in an EFL classroom
Saikko, Virve (2007) -
Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data
Leino, Kaisa; Nissinen, Kari; Sirén, Marjo (Springer Science and Business Media LLC, 2022)Progress in International Reading Literacy Study (PIRLS) focuses on the reading proficiency of students mostly in the fourth year of schooling. A wide selection of studies has shown that family background and early literacy ... -
Implementation of dialogic approach of teaching science in Ghanaian grade 7 science classroom
Boadi, Joseph (2019)The aim of this study was to implement dialogic approach of teaching science in Ghanaian classrooms and how students response to this approach. Despite the moves to change curricula to be more student-centered, the approach ... -
The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms
Zerai, Desalegn; Eskelä-Haapanen, Sirpa; Posti-Ahokas, Hanna; Vehkakoski, Tanja (MDPI AG, 2023)This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the ...