On the Relationship between Student Participation in Classroom
Discourse and Student Achievement

k 2018

On the Relationship between Student Participation in Classroom Discourse and Student Achievement

ŠEĎOVÁ, Klára a Roman ŠVAŘÍČEK

Základní údaje

Originální název

On the Relationship between Student Participation in Classroom Discourse and Student Achievement

Autoři

ŠEĎOVÁ, Klára (203 Česká republika, domácí) a Roman ŠVAŘÍČEK (203 Česká republika, garant, domácí)

Vydání

EARLI SIG 26 - Argumentation, Dialogue and Reasoning, 9th - 12th of October, 2018, Israel, 2018

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Izrael

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Conference web

Kód RIV

RIV/00216224:14210/18:00101266

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

arguing to learn dialogue; reasoning; and argumentation in multicultural contexts

Štítky

rivok

Změněno: 18. 4. 2019 12:30, Mgr. Igor Hlaváč

Anotace

V originále

The aim of this paper is to identify how student participation in classroom discourse is connected to student achievement at lower secondary schools (ISCED 2A) in the Czech Republic. We conducted a research investigation based on a sample of 32 school classes that participated in standardized testing of reading literacy carried out by the Czech School Inspectorate. The sample consists of 639 ninth-grade students (average age 15 years). We understand the results of students in the tests as an indicator of their achievement. In each of the classes involved, we conducted a structured observation of two literature lessons. We recorded the quantity and quality of student talk. An analysis of the data obtained shows that there is a positive relationship between student participation in classroom discourse and their achievement. This relationship applies to both the individual and classroom level. Students who speak and argue more in the lessons have better test results. Also, students in classes characterized by a higher degree of student talk and argumentation achieve better test results. The results obtained are an important contribution to the discussion on what constitutes quality teaching leading to good student achievement. They also have implications for thinking about how to enhance the chances of success for low achieving or disadvantaged students.

Návaznosti

GA17-03643S, projekt VaV

Název: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Grantová agentura ČR, Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Citovat

ŠEĎOVÁ, Klára a Roman ŠVAŘÍČEK. On the Relationship between Student Participation in Classroom Discourse and Student Achievement. In EARLI SIG 26 - Argumentation, Dialogue and Reasoning, 9th - 12th of October, 2018, Israel. 2018.

@proceedings{1450756,
   author = {Šeďová, Klára and Švaříček, Roman},
   booktitle = {EARLI SIG 26 - Argumentation, Dialogue and Reasoning, 9th - 12th of October, 2018, Israel},
   keywords = {arguing to learn dialogue; reasoning; and argumentation in multicultural contexts},
   language = {eng},
   title = {On the Relationship between Student Participation in Classroom Discourse and Student Achievement},
   url = {https://earli.org/SIG20-26#the-conference},
   year = {2018}
}

TY  - CONF
ID  - 1450756
AU  - Šeďová, Klára - Švaříček, Roman
PY  - 2018
TI  - On the Relationship between Student Participation in Classroom Discourse and Student Achievement
KW  - arguing to learn dialogue
KW  - reasoning
KW  - and argumentation in multicultural contexts
UR  - https://earli.org/SIG20-26#the-conference
N2  - The aim of this paper is to identify how student participation in classroom discourse is connected to student achievement at lower secondary schools (ISCED 2A) in the Czech Republic. We conducted a research investigation based on a sample of 32 school classes that participated in standardized testing of reading literacy carried out by the Czech School Inspectorate. The sample consists of 639 ninth-grade students (average age 15 years). We understand the results of students in the tests as an indicator of their achievement. In each of the classes involved, we conducted a structured observation of two literature lessons. We recorded the quantity and quality of student talk. An analysis of the data obtained shows that there is a positive relationship between student participation in classroom discourse and their achievement. This relationship applies to both the individual and classroom level. Students who speak and argue more in the lessons have better test results. Also, students in classes characterized by a higher degree of student talk and argumentation achieve better test results. The results obtained are an important contribution to the discussion on what constitutes quality teaching leading to good student achievement. They also have implications for thinking about how to enhance the chances of success for low achieving or disadvantaged students.
ER  -

ŠEĎOVÁ, Klára a Roman ŠVAŘÍČEK. On the Relationship between Student Participation in Classroom Discourse and Student Achievement. In \textit{EARLI SIG 26 - Argumentation, Dialogue and Reasoning, 9th - 12th of October, 2018, Israel}. 2018.

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