Moderating Effects of Student Participation in Classroom
Dialogue on the Relationship between Teaching Quality and
Student Achievement

k 2024

Moderating Effects of Student Participation in Classroom Dialogue on the Relationship between Teaching Quality and Student Achievement

ŠEĎOVÁ, Klára a Martin SEDLÁČEK

Základní údaje

Originální název

Moderating Effects of Student Participation in Classroom Dialogue on the Relationship between Teaching Quality and Student Achievement

Autoři

ŠEĎOVÁ, Klára a Martin SEDLÁČEK

Vydání

Earli Conference, Sig 18.: Promoting Educational Quality: The Contribution of Educational Effectiveness and Improvement Research, 2024

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

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

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Filozofická fakulta

Změněno: 16. 9. 2024 09:37, doc. Mgr. Martin Sedláček, Ph.D.

Anotace

V originále

This study explores the nuanced relationship between teaching quality, student participation in classroom dialogue, and student achievement, focusing on how these elements interact to influence learning outcomes. Drawing on data from a panel study involving 134 primary schools, this research incorporates the perspectives of 2,569 sixthgrade students, 1,755 teachers, and 134 principals. It assesses student test scores in mathematics and the mother tongue, alongside perceptions of teaching quality and a newly developed scale for measuring student participation in classroom dialogue. Through confirmatory factor analysis, the study validates models for teaching quality—cognitive activation, supportive climate, classroom management—and student participation. Hierarchical linear models are then applied to determine the impact of these factors on learning outcomes, considering both individual and classroom levels, and adjusting for socioeconomic status. Preliminary findings reveal that teaching quality positively influences student outcomes, with varying impacts across different dimensions. Notably, student participation serves as a moderator, potentially mitigating the negative effects of high cognitive demands. This research contributes to understanding how educational practices can be optimized for equity and excellence, highlighting the critical role of classroom discourse in mediating the effects of teaching quality on diverse student groups.

Návaznosti

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

Citovat

ŠEĎOVÁ, Klára a Martin SEDLÁČEK. Moderating Effects of Student Participation in Classroom Dialogue on the Relationship between Teaching Quality and Student Achievement. In Earli Conference, Sig 18.: Promoting Educational Quality: The Contribution of Educational Effectiveness and Improvement Research. 2024.

@proceedings{2433165,
   author = {Šeďová, Klára and Sedláček, Martin},
   booktitle = {Earli Conference, Sig 18.: Promoting Educational Quality: The Contribution of Educational Effectiveness and Improvement Research},
   language = {eng},
   title = {Moderating Effects of Student Participation in Classroom Dialogue on the Relationship between Teaching Quality and Student Achievement},
   url = {https://cyprusconferences.org/sig18-2024/},
   year = {2024}
}

TY  - CONF
ID  - 2433165
AU  - Šeďová, Klára - Sedláček, Martin
PY  - 2024
TI  - Moderating Effects of Student Participation in Classroom Dialogue on the Relationship between Teaching Quality and Student Achievement
UR  - https://cyprusconferences.org/sig18-2024/
N2  - This study explores the nuanced relationship between teaching quality, student participation in classroom dialogue, and student achievement, focusing on how these elements interact to influence learning outcomes. Drawing on data from a panel study involving 134 primary schools, this research incorporates the perspectives of 2,569 sixthgrade students, 1,755 teachers, and 134 principals. It assesses student test scores in mathematics and the mother tongue, alongside perceptions of teaching quality and a newly developed scale for measuring student participation in classroom dialogue. Through confirmatory factor analysis, the study validates models for teaching quality—cognitive activation, supportive climate, classroom management—and student participation. Hierarchical linear models are then applied to determine the impact of these factors on learning outcomes, considering both individual and classroom levels, and adjusting for socioeconomic status. Preliminary findings reveal that teaching quality positively influences student outcomes, with varying impacts across different dimensions. Notably, student participation serves as a moderator, potentially mitigating the negative effects of high cognitive demands. This research contributes to understanding how educational practices can be optimized for equity and excellence, highlighting the critical role of classroom discourse in mediating the effects of teaching quality on diverse student groups.
ER  -

ŠEĎOVÁ, Klára a Martin SEDLÁČEK. Moderating Effects of Student Participation in Classroom Dialogue on the Relationship between Teaching Quality and Student Achievement. In \textit{Earli Conference, Sig 18.: Promoting Educational Quality: The Contribution of Educational Effectiveness and Improvement Research}. 2024.

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