| ŠEĎOVÁ, Klára, Martin SEDLÁČEK, Roman ŠVAŘÍČEK, Martin MAJCÍK, Jana NAVRÁTILOVÁ, Anna DREXLEROVÁ, Jakub KYCHLER and Zuzana ŠALAMOUNOVÁ. Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction. Elsevier, 2019, vol. 63, October, p. 1-10. ISSN 0959-4752. Available from: https://dx.doi.org/10.1016/j.learninstruc.2019.101217. |
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@article{1570296,
author = {Šeďová, Klára and Sedláček, Martin and Švaříček, Roman and Majcík, Martin and Navrátilová, Jana and Drexlerová, Anna and Kychler, Jakub and Šalamounová, Zuzana},
article_number = {October},
doi = {http://dx.doi.org/10.1016/j.learninstruc.2019.101217},
keywords = {classroom talk; learning; student achievement},
language = {eng},
issn = {0959-4752},
journal = {Learning and Instruction},
title = {Do those who talk more learn more? The relationship between student classroom talk and student achievement},
url = {https://www.sciencedirect.com/science/article/pii/S0959475218303839},
volume = {63},
year = {2019}
}
TY - JOUR
ID - 1570296
AU - Šeďová, Klára - Sedláček, Martin - Švaříček, Roman - Majcík, Martin - Navrátilová, Jana - Drexlerová, Anna - Kychler, Jakub - Šalamounová, Zuzana
PY - 2019
TI - Do those who talk more learn more? The relationship between student classroom talk and student achievement
JF - Learning and Instruction
VL - 63
IS - October
SP - 1-10
EP - 1-10
PB - Elsevier
SN - 09594752
KW - classroom talk
KW - learning
KW - student achievement
UR - https://www.sciencedirect.com/science/article/pii/S0959475218303839
L2 - https://www.sciencedirect.com/science/article/pii/S0959475218303839
N2 - There have been efforts to investigate the link between classroom talk and student achievement for some time. However, studies considering individual student participation in classroom talk have thus far been rare. The research reported in this study was carried out on 639 ninth grade students at Czech middle schools. Observations took place in language arts lessons; talk time and the number of utterances with reasoning were recorded for each student. Achievement was measured using a standardized reading literacy test. The results confirmed a strong link between a given student's talk time and number of utterances featuring reasoning and that student's achievement. As for student talk time, a connection at the classroom level was also identified – students in talkative classrooms had better results. However, there was not a connection between utterances with reasoning and better results at the classroom level. A positive link between individual participation and achievement was observed in all students regardless of socio-economic background or gender.
ER -
ŠEĎOVÁ, Klára, Martin SEDLÁČEK, Roman ŠVAŘÍČEK, Martin MAJCÍK, Jana NAVRÁTILOVÁ, Anna DREXLEROVÁ, Jakub KYCHLER and Zuzana ŠALAMOUNOVÁ. Do those who talk more learn more? The relationship between student classroom talk and student achievement. \textit{Learning and Instruction}. Elsevier, 2019, vol.~63, October, p.~1-10. ISSN~0959-4752. Available from: https://dx.doi.org/10.1016/j.learninstruc.2019.101217.
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