How vocal and silent forms of participation in combination
relate to student achievement

J 2023

How vocal and silent forms of participation in combination relate to student achievement

ŠEĎOVÁ, Klára a Martin SEDLÁČEK

Základní údaje

Originální název

How vocal and silent forms of participation in combination relate to student achievement

Autoři

ŠEĎOVÁ, Klára (203 Česká republika, garant, domácí) a Martin SEDLÁČEK (203 Česká republika, domácí)

Vydání

INSTRUCTIONAL SCIENCE, Dordrecht, SPRINGER, 2023, 0020-4277

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: 2.500 v roce 2022

Kód RIV

RIV/00216224:14210/23:00130274

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.1007/s11251-022-09609-1

UT WoS

000919704600001

Klíčová slova anglicky

classroom talk; behavioral engagement; student achievement;

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 22. 3. 2024 11:36, Mgr. et Mgr. Lucie Racyn

Anotace

V originále

We adopted a person-oriented approach to identify patterns of how classroom talk and internal behavioral engagement are combined in students. The research was conducted on a sample of 639 ninth-grade students (32 classes). We measured the duration of classroom talk for each individual student during Czech language and language arts lessons. The students completed an inventory to determine their internal behavioral engagement. Student achievement was measured using the results from standardized reading literacy tests. We also inquired about the socioeconomic background of students. We identified five distinct participation profiles (eager, chatty, diligent, aloof, and disconnected) and analyzed whether the profiles could predict student achievement. We found that the profile with high talk and high internal behavioral engagement performed best, and the profile with low talk and low internal behavioral engagement performed worst. Analyzing inconsistent profiles, we found that internal behavioral engagement does not guarantee the student achievement when not accompanied by the talk. Our findings thus highlight the important role of classroom talk in relation to student learning.

Návaznosti

GA21-16021S, projekt VaV

Název: Kolektivita v dialogickém vyučování: Intervenční studie (Akronym: CoDiTe)

Investor: Grantová agentura ČR, Kolektivita v dialogickém vyučování: intervenční studie

LX22NPO5101, projekt VaV

Název: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik (Akronym: SYRI)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik, 5.1 EXCELES

Přiložené soubory

sedova_sedlacek.pdf

Vyhledat podobné dokumenty

Citovat

ŠEĎOVÁ, Klára a Martin SEDLÁČEK. How vocal and silent forms of participation in combination relate to student achievement. INSTRUCTIONAL SCIENCE. Dordrecht: SPRINGER, 2023, roč. 51, č. 2, s. 343-361. ISSN 0020-4277. Dostupné z: https://dx.doi.org/10.1007/s11251-022-09609-1.

@article{2251977,
   author = {Šeďová, Klára and Sedláček, Martin},
   article_location = {Dordrecht},
   article_number = {2},
   doi = {http://dx.doi.org/10.1007/s11251-022-09609-1},
   keywords = {classroom talk; behavioral engagement; student achievement;},
   language = {eng},
   issn = {0020-4277},
   journal = {INSTRUCTIONAL SCIENCE},
   title = {How vocal and silent forms of participation in combination relate to student achievement},
   url = {https://link.springer.com/article/10.1007/s11251-022-09609-1#citeas},
   volume = {51},
   year = {2023}
}

TY  - JOUR
ID  - 2251977
AU  - Šeďová, Klára - Sedláček, Martin
PY  - 2023
TI  - How vocal and silent forms of participation in combination relate to student achievement
JF  - INSTRUCTIONAL SCIENCE
VL  - 51
IS  - 2
SP  - 343-361
EP  - 343-361
PB  - SPRINGER
SN  - 00204277
KW  - classroom talk
KW  - behavioral engagement
KW  - student achievement;
UR  - https://link.springer.com/article/10.1007/s11251-022-09609-1#citeas
N2  - We adopted a person-oriented approach to identify patterns of how classroom talk and internal behavioral engagement are combined in students. The research was conducted on a sample of 639 ninth-grade students (32 classes). We measured the duration of classroom talk for each individual student during Czech language and language arts lessons. The students completed an inventory to determine their internal behavioral engagement. Student achievement was measured using the results from standardized reading literacy tests. We also inquired about the socioeconomic background of students. We identified five distinct participation profiles (eager, chatty, diligent, aloof, and disconnected) and analyzed whether the profiles could predict student achievement. We found that the profile with high talk and high internal behavioral engagement performed best, and the profile with low talk and low internal behavioral engagement performed worst. Analyzing inconsistent profiles, we found that internal behavioral engagement does not guarantee the student achievement when not accompanied by the talk. Our findings thus highlight the important role of classroom talk in relation to student learning.
ER  -

ŠEĎOVÁ, Klára a Martin SEDLÁČEK. How vocal and silent forms of participation in combination relate to student achievement. \textit{INSTRUCTIONAL SCIENCE}. Dordrecht: SPRINGER, 2023, roč.~51, č.~2, s.~343-361. ISSN~0020-4277. Dostupné z: https://dx.doi.org/10.1007/s11251-022-09609-1.

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