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 a Jana NAVRÁTILOVÁ

Základní údaje

Originální název

Silent students and the patterns of their participation in classroom talk

Autoři

ŠEĎOVÁ, Klára (203 Česká republika, garant, domácí) a Jana NAVRÁTILOVÁ (203 Česká republika, domácí)

Vydání

Journal of the Learning Sciences, 2020, 1050-8406

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 5.171

Kód RIV

RIV/00216224:14210/20:00114637

Organizační jednotka

Filozofická fakulta

DOI

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

UT WoS

000555204700001

Klíčová slova anglicky

classroom dialogue; participation; silent students

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 30. 4. 2021 07:49, Mgr. Igor Hlaváč

Anotace

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.

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 Jana NAVRÁTILOVÁ. Silent students and the patterns of their participation in classroom talk. Journal of the Learning Sciences. 2020, roč. 29, 4-5, s. 681-716. ISSN 1050-8406. Dostupné z: https://dx.doi.org/10.1080/10508406.2020.1794878.

@article{1722478,
   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}
}

TY  - JOUR
ID  - 1722478
AU  - Šeďová, Klára - Navrátilová, Jana
PY  - 2020
TI  - Silent students and the patterns of their participation in classroom talk
JF  - Journal of the Learning Sciences
VL  - 29
IS  - 4-5
SP  - 681-716
EP  - 681-716
SN  - 10508406
KW  - classroom dialogue
KW  - participation
KW  - silent students
UR  - https://www.tandfonline.com/doi/full/10.1080/10508406.2020.1794878
L2  - https://www.tandfonline.com/doi/full/10.1080/10508406.2020.1794878
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 a Jana NAVRÁTILOVÁ. Silent students and the patterns of their participation in classroom talk. \textit{Journal of the Learning Sciences}. 2020, roč.~29, 4-5, s.~681-716. ISSN~1050-8406. Dostupné z: https://dx.doi.org/10.1080/10508406.2020.1794878.

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