Show simple item record

dc.contributor.authorMuhonen, Heli
dc.contributor.authorPakarinen, Eija
dc.contributor.authorRasku-Puttonen, Helena
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorSiekkinen, Martti
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2024-03-13T07:55:16Z
dc.date.available2024-03-13T07:55:16Z
dc.date.issued2024
dc.identifier.citationMuhonen, 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. <i>Learning, Culture and Social Interaction</i>, <i>In Press</i>. <a href="https://doi.org/10.1016/j.lcsi.2024.100799" target="_blank">https://doi.org/10.1016/j.lcsi.2024.100799</a>
dc.identifier.otherCONVID_207537336
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/93889
dc.description.abstractTo 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLearning, Culture and Social Interaction
dc.rightsCC BY 4.0
dc.subject.othereducational dialogue
dc.subject.otherprimary school
dc.subject.othersecondary school
dc.titleInvestigating educational dialogue : Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202403132356
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineSchool of Wellbeingen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2210-6561
dc.relation.volumeIn Press
dc.type.versionpublishedVersion
dc.rights.copyright© 2024 The Authors. Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber268586
dc.relation.grantnumber317610
dc.relation.grantnumber358924
dc.relation.grantnumber353392
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoopetus
dc.subject.ysooppilaat
dc.subject.ysoperuskoulu
dc.subject.ysoopettajat
dc.subject.ysooppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p8131
jyx.subject.urihttp://www.yso.fi/onto/yso/p2518
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.lcsi.2024.100799
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramOthers, AoFen
jyx.fundingprogramStrategic research programmes, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramMuut, SAfi
jyx.fundingprogramStrategisen tutkimuksen ohjelmat STN, SAfi
jyx.fundinginformationThe 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).
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0