dc.contributor.author | Muhonen, Heli | |
dc.contributor.author | Pakarinen, Eija | |
dc.contributor.author | Rasku-Puttonen, Helena | |
dc.contributor.author | Poikkeus, Anna-Maija | |
dc.contributor.author | Siekkinen, Martti | |
dc.contributor.author | Lerkkanen, Marja-Kristiina | |
dc.date.accessioned | 2024-03-13T07:55:16Z | |
dc.date.available | 2024-03-13T07:55:16Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | 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. <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.other | CONVID_207537336 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/93889 | |
dc.description.abstract | 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. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Elsevier | |
dc.relation.ispartofseries | Learning, Culture and Social Interaction | |
dc.rights | CC BY 4.0 | |
dc.subject.other | educational dialogue | |
dc.subject.other | primary school | |
dc.subject.other | secondary school | |
dc.title | Investigating educational dialogue : Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-202403132356 | |
dc.contributor.laitos | Opettajankoulutuslaitos | fi |
dc.contributor.laitos | Department of Teacher Education | en |
dc.contributor.oppiaine | Esi- ja alkuopetus | fi |
dc.contributor.oppiaine | Kasvatustiede | fi |
dc.contributor.oppiaine | Hyvinvoinnin tutkimuksen yhteisö | fi |
dc.contributor.oppiaine | Kasvatuspsykologia | fi |
dc.contributor.oppiaine | Pre- and Early Childhood Education | en |
dc.contributor.oppiaine | Education | en |
dc.contributor.oppiaine | School of Wellbeing | en |
dc.contributor.oppiaine | Kasvatuspsykologia | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.relation.issn | 2210-6561 | |
dc.relation.volume | In Press | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2024 The Authors. Published by Elsevier Ltd. | |
dc.rights.accesslevel | openAccess | fi |
dc.relation.grantnumber | 268586 | |
dc.relation.grantnumber | 317610 | |
dc.relation.grantnumber | 358924 | |
dc.relation.grantnumber | 353392 | |
dc.subject.yso | opettaja-oppilassuhde | |
dc.subject.yso | opetus | |
dc.subject.yso | oppilaat | |
dc.subject.yso | peruskoulu | |
dc.subject.yso | opettajat | |
dc.subject.yso | oppiminen | |
dc.format.content | fulltext | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p1050 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p2630 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p8131 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p2518 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p1117 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p2945 | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.1016/j.lcsi.2024.100799 | |
dc.relation.funder | Research Council of Finland | en |
dc.relation.funder | Research Council of Finland | en |
dc.relation.funder | Research Council of Finland | en |
dc.relation.funder | Research Council of Finland | en |
dc.relation.funder | Suomen Akatemia | fi |
dc.relation.funder | Suomen Akatemia | fi |
dc.relation.funder | Suomen Akatemia | fi |
dc.relation.funder | Suomen Akatemia | fi |
jyx.fundingprogram | Academy Project, AoF | en |
jyx.fundingprogram | Academy Project, AoF | en |
jyx.fundingprogram | Others, AoF | en |
jyx.fundingprogram | Strategic research programmes, AoF | en |
jyx.fundingprogram | Akatemiahanke, SA | fi |
jyx.fundingprogram | Akatemiahanke, SA | fi |
jyx.fundingprogram | Muut, SA | fi |
jyx.fundingprogram | Strategisen tutkimuksen ohjelmat STN, SA | fi |
jyx.fundinginformation | 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). | |
dc.type.okm | A1 | |