Silent students and the patterns of their participation in
classroom talk

J 2020

Silent students and the patterns of their participation in classroom talk

ŠEĎOVÁ, Klára and Jana NAVRÁTILOVÁ

Basic information

Original name

Silent students and the patterns of their participation in classroom talk

Authors

ŠEĎOVÁ, Klára (203 Czech Republic, guarantor, belonging to the institution) and Jana NAVRÁTILOVÁ (203 Czech Republic, belonging to the institution)

Edition

Journal of the Learning Sciences, 2020, 1050-8406

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

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

Country of publisher

United States of America

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

Impact factor

Impact factor: 5.171

RIV identification code

RIV/00216224:14210/20:00114637

Organization unit

Faculty of Arts

DOI

http://dx.doi.org/10.1080/10508406.2020.1794878

UT WoS

000555204700001

Keywords in English

classroom dialogue; participation; silent students

Abstract

V originále

This study is concerned with the ways that patterns of student participation in classroom talk are constructed, focusing on silent students who participate in whole-class conversation to a limited extent. We conducted an ethnographic survey in two ninth-grade classes. We made video recordings of the lessons and interviewed the students and teachers. We observed eight focal silent students-four high-achieving and four low-achieving. Participation patterns of high-achieving and low-achieving silent students diverge. High-achieving silent students are often called on by the teacher, and they give extended answers to difficult questions. Low-achieving silent students are called on rarely. High-achieving silent students use silence to consolidate their position as exceptionally capable students; low-achieving silent students use it to consolidate their position as less capable. However, it is possible to engage low-achieving silent students if the teacher notices their momentary spontaneous urge to participate and creates space for their voice in the classroom. The paper focuses on the silent students who are often overlooked in studies on classroom talk. It calls for specific attention paid to low-achieving silent students who are limited in their learning opportunities and thus facing educational disadvantage.

Links

GA17-03643S, research and development project

Name: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Czech Science Foundation, On the Relationship between Characteristics of Classroom Discourse and Student Achievement

Citovat

ŠEĎOVÁ, Klára and Jana NAVRÁTILOVÁ. Silent students and the patterns of their participation in classroom talk. Journal of the Learning Sciences. 2020, vol. 29, 4-5, p. 681-716. ISSN 1050-8406. Available from: https://dx.doi.org/10.1080/10508406.2020.1794878.

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   author = {Šeďová, Klára and Navrátilová, Jana},
   article_number = {4-5},
   doi = {http://dx.doi.org/10.1080/10508406.2020.1794878},
   keywords = {classroom dialogue; participation; silent students},
   language = {eng},
   issn = {1050-8406},
   journal = {Journal of the Learning Sciences},
   title = {Silent students and the patterns of their participation in classroom talk},
   url = {https://www.tandfonline.com/doi/full/10.1080/10508406.2020.1794878},
   volume = {29},
   year = {2020}
}

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JF  - Journal of the Learning Sciences
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N2  - This study is concerned with the ways that patterns of student participation in classroom talk are constructed, focusing on silent students who participate in whole-class conversation to a limited extent. We conducted an ethnographic survey in two ninth-grade classes. We made video recordings of the lessons and interviewed the students and teachers. We observed eight focal silent students-four high-achieving and four low-achieving. Participation patterns of high-achieving and low-achieving silent students diverge. High-achieving silent students are often called on by the teacher, and they give extended answers to difficult questions. Low-achieving silent students are called on rarely. High-achieving silent students use silence to consolidate their position as exceptionally capable students; low-achieving silent students use it to consolidate their position as less capable. However, it is possible to engage low-achieving silent students if the teacher notices their momentary spontaneous urge to participate and creates space for their voice in the classroom. The paper focuses on the silent students who are often overlooked in studies on classroom talk. It calls for specific attention paid to low-achieving silent students who are limited in their learning opportunities and thus facing educational disadvantage.
ER  -

ŠEĎOVÁ, Klára and Jana NAVRÁTILOVÁ. Silent students and the patterns of their participation in classroom talk. \textit{Journal of the Learning Sciences}. 2020, vol.~29, 4-5, p.~681-716. ISSN~1050-8406. Available from: https://dx.doi.org/10.1080/10508406.2020.1794878.

Detailed Information on Publication Record