Differences between low and high achievers in whole-classroom dialogue participation quality
Year: 2025
Type: article
Study design: Observational Study
Abstract: Background Academically productive dialogue activities in classrooms aspire to be inclusive, such that students of all capabilities participate meaningfully and equally in discussions. Aim We empirically examine the extent to which this aspiration is achieved regarding students of different prior achievement levels. Sample Low- ( N = 33), mid- ( N = 90), and high-achieving ( N = 22) upper elementary students participated in whole-classroom discussions around texts, facilitated by six highly motivated, trained teachers. Method Based on a quantitative ethnography approach, we coded 5975 separate speech turns and compared aggregated differences across the three subgroups using Epistemic Network Analysis (ENA). Results Whereas no differences were found in amount of speech turns, statistically significant differences were found in the quality of participation: Low-achievers' discussion participation was characterized by recitation-style talk, reduced network connectivity, and repetitive loops, compared to higher connectivity and more complex argumentative reasoning in their high-achieving classmates' network model. A follow-up qualitative analysis uncovered some of the social dynamics behind this inferior participation pattern, and highlighted the potentially stymieing behavior of peers. Conclusion The findings underscore the need for more empirical research that takes into account differences in quality of student participation in dialogic activities and the reasons behind it.
Source: Learning and Instruction
Institution: Hebrew University of Jerusalem
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $4,580
Funder: Israel Science Foundation
OpenAlex ID: W4406853928