6533b822fe1ef96bd127ce33
RESEARCH PRODUCT
Quality of educational dialogue and association with students’ academic performance
Helena Rasku-puttonenMarja-kristiina LerkkanenEija PakarinenHeli MuhonenPoikkeus Anna-maijasubject
teacher-initiatedmedia_common.quotation_subjectstudent-initiatedEducationdialogiQualitative analysisPedagogyDevelopmental and Educational PsychologyMathematics educationComputingMilieux_COMPUTERSANDEDUCATIONta5160501 psychology and cognitive sciencesQuality (business)Chemistry (relationship)Association (psychology)opettaja-oppilassuhdemedia_commonLanguage artsClass (computer programming)Dialogiceducational dialogue05 social sciencesteacher-student interactionsacademic performance050301 educationObservational studyPsychology0503 education050104 developmental & child psychologydescription
The study used a mixed-methods approach to examine the associations between the quality of educational dialogue and students' academic performance and to analyse what kinds of dialogic teaching patterns of different levels of quality can be identified in classroom lessons. A total of 158 Grade 6 lessons were video-recorded, and the quality of the educational dialogue was assessed using the Classroom Assessment Scoring System-Secondary (CLASS-S) observational instrument. Multilevel modelling indicated that the quality of educational dialogue was positively associated with students’ academic performance (grades) in language arts and physics/chemistry. Qualitative analysis was subsequently used to examine the quality of the patterns of dialogic teaching in language arts and physics/chemistry lessons (n = 11). The analysis revealed that teacher-initiated patterns were predominant in both subjects and that physics/chemistry lessons were more typically characterised by high-quality educational dialogue than language arts lessons. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-06-01 |