Do those who talk more learn more? The relationship between
student classroom talk and student achievement

J 2019

Do those who talk more learn more? The relationship between student classroom talk and student achievement

ŠEĎOVÁ, Klára, Martin SEDLÁČEK, Roman ŠVAŘÍČEK, Martin MAJCÍK, Jana NAVRÁTILOVÁ et. al.

Základní údaje

Originální název

Do those who talk more learn more? The relationship between student classroom talk and student achievement

Autoři

ŠEĎOVÁ, Klára (203 Česká republika, garant, domácí), Martin SEDLÁČEK (203 Česká republika, domácí), Roman ŠVAŘÍČEK (203 Česká republika, domácí), Martin MAJCÍK (203 Česká republika, domácí), Jana NAVRÁTILOVÁ (203 Česká republika, domácí), Anna DREXLEROVÁ (203 Česká republika, domácí), Jakub KYCHLER (203 Česká republika, domácí) a Zuzana ŠALAMOUNOVÁ (203 Česká republika, domácí)

Vydání

Learning and Instruction, Elsevier, 2019, 0959-4752

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Nizozemské království

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 3.323

Kód RIV

RIV/00216224:14210/19:00107721

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.1016/j.learninstruc.2019.101217

UT WoS

000484870400006

Klíčová slova anglicky

classroom talk; learning; student achievement

Štítky

rivok

Příznaky

Mezinárodní význam

Změněno: 8. 2. 2024 15:28, Mgr. Roman Švaříček, Ph.D.

Anotace

V originále

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.

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, Martin SEDLÁČEK, Roman ŠVAŘÍČEK, Martin MAJCÍK, Jana NAVRÁTILOVÁ, Anna DREXLEROVÁ, Jakub KYCHLER a Zuzana ŠALAMOUNOVÁ. Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction. Elsevier, 2019, roč. 63, October, s. 1-10. ISSN 0959-4752. Dostupné z: https://dx.doi.org/10.1016/j.learninstruc.2019.101217.

@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 a Zuzana ŠALAMOUNOVÁ. Do those who talk more learn more? The relationship between student classroom talk and student achievement. \textit{Learning and Instruction}. Elsevier, 2019, roč.~63, October, s.~1-10. ISSN~0959-4752. Dostupné z: https://dx.doi.org/10.1016/j.learninstruc.2019.101217.

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