Podrobný výpis o publikaci

ŠEĎOVÁ, Klára. Student Participation in Classroom Talk.. Online. Routledge, 2022. Dostupné z: https://dx.doi.org/10.4324/9781138609877-REE147-1.

Další formáty: BibTeX LaTeX RIS

Základní údaje
Originální název	Student Participation in Classroom Talk.
Autoři	ŠEĎOVÁ, Klára.
Vydání	2022.
Nakladatel	Routledge

Další údaje
Originální jazyk	angličtina
Typ výsledku	Kapitola resp. kapitoly v odborné knize
Obor	50300 5.3 Education
Stát vydavatele	Velká Británie a Severní Irsko
Utajení	není předmětem státního či obchodního tajemství
Forma vydání	elektronická verze "online"
WWW	URL
Organizační jednotka	Filozofická fakulta
Doi	http://dx.doi.org/10.4324/9781138609877-REE147-1
Klíčová slova anglicky	classroom talk; learning; participation
Změnil	Změnila: prof. Mgr. Klára Šeďová, Ph.D., učo 23233. Změněno: 13. 1. 2023 14:22.

Anotace
This Entry entry is focused on how different degrees of participation in classroom talk influence student achievement. The approach is based on sociocultural theory claiming that thinking, learning, and speaking are interconnected phenomena. A number of research studies have demonstrated that participation in classroom talk positively affects learning. Students who talk more learn more. However, not all students are equally engaged in classroom talk; some students are vocal and others stay silent. A student’s willingness to talk is influenced by school achievement, socio-economic status, gender, psychological traits, and position among peers. Students usually strive for success at school, and they often believe that only those individuals who know the correct answer to a question can take part. As a result of this belief, some students try to assert their voices in classroom discussions very forcefully while others try to remain silent and unnoticed. It is a challenge for teachers to invite all students in the classroom to participate in classroom conversations equally. However, research studies have shown that it is possible, and that the more students are engaged, the higher the quality of classroom discussion.

Anotace

This Entry entry is focused on how different degrees of participation in classroom talk influence student achievement. The approach is based on sociocultural theory claiming that thinking, learning, and speaking are interconnected phenomena. A number of research studies have demonstrated that participation in classroom talk positively affects learning. Students who talk more learn more. However, not all students are equally engaged in classroom talk; some students are vocal and others stay silent. A student’s willingness to talk is influenced by school achievement, socio-economic status, gender, psychological traits, and position among peers. Students usually strive for success at school, and they often believe that only those individuals who know the correct answer to a question can take part. As a result of this belief, some students try to assert their voices in classroom discussions very forcefully while others try to remain silent and unnoticed. It is a challenge for teachers to invite all students in the classroom to participate in classroom conversations equally. However, research studies have shown that it is possible, and that the more students are engaged, the higher the quality of classroom discussion.

Návaznosti
GA21-16021S, projekt VaV	Název: Kolektivita v dialogickém vyučování: Intervenční studie (Akronym: CoDiTe)
GA21-16021S, projekt VaV	Investor: Grantová agentura ČR, Kolektivita v dialogickém vyučování: intervenční studie