Search results for "teacher-initiated"
showing 3 items of 3 documents
Educational dialogue in the classroom : scaffolding, knowledge building and associations with academic performance
2018
The present thesis focuses on patterns of educational dialogue, their quality with respect to forms of teacher scaffolding and shared knowledge building, and the association between the quality of educational dialogue and students’ academic performance. The specific questions of interest are as follows: (1) to examine how teachers scaffold students in learning situations through dialogic teaching, (2) to identify patterns of shared knowledge building in educational dialogues, and (3) to investigate how the quality of educational dialogue is associated with academic performance. The data were drawn from the audio- and video-recorded lessons of the First Steps longitudinal study, which were c…
Scaffolding through dialogic teaching in early school classrooms
2016
The present study examines what types of dialogic teaching patterns can be identified in the early school years, and how teachers scaffold children's participation and shared understanding through dialogic teaching. Thirty recorded lessons from preschool to Grade 2 in Finnish classrooms were analysed using qualitative content analysis. Two teacher-initiated and two child-initiated dialogic teaching patterns were identified. Teacher's scaffolding in teacher-initiated dialogues was characterised by high responsibility in maintaining the interactional flow and utilisation of diverse strategies. In the child-initiated dialogues, the teachers' scaffolding consisted of listening and inquiry, and …
Quality of educational dialogue and association with students’ academic performance
2018
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 use…