A1 Journal article (refereed)
Investigating educational dialogue : Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms (2024)


Muhonen, H., Pakarinen, E., Rasku-Puttonen, H., Poikkeus, A.-M., Siekkinen, M., & Lerkkanen, M.-K. (2024). Investigating educational dialogue : Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms. Learning, Culture and Social Interaction, In Press. https://doi.org/10.1016/j.lcsi.2024.100799

The research was funded by Strategic Research Council at the Research Council of Finland.


JYU authors or editors


Publication details

All authors or editorsMuhonen, Heli; Pakarinen, Eija; Rasku-Puttonen, Helena; Poikkeus, Anna-Maija; Siekkinen, Martti; Lerkkanen, Marja-Kristiina

Journal or seriesLearning, Culture and Social Interaction

ISSN2210-6561

eISSN2210-657X

Publication year2024

VolumeIn Press

PublisherElsevier

Publication countryNetherlands

Publication languageEnglish

DOIhttps://doi.org/10.1016/j.lcsi.2024.100799

Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/93889


Abstract

To support student learning throughout their school journey, it is important to investigate the authentic state of educational dialogue both in early primary and secondary school to map the potential variations concerning dialogue. The present study examined educational dialogue in early primary school and secondary school in literacy, mathematics and science lessons. Video-recorded classroom lessons (n = 115 in both grades) of Grade 2 primary school teachers (n = 50) and Grade 9 subject teachers (n = 36) were analysed in terms of the amount, duration, and quality of episodes of educational dialogue. Educational dialogues were found to be typically longer in Grade 9 than in Grade 2. In terms of the quality of educational dialogue, teacher-initiated dialogue of moderate quality occurred more in Grade 9 classrooms, whereas teacher-initiated dialogue of high quality was observed more in Grade 2 classrooms. In Grade 2, both the amount and quality of dialogue varied across subjects, whereas in Grade 9, variation concerning specific subjects was scant. The findings contribute to prior research by suggesting differences in several aspects of educational dialogue between early primary and secondary school. These variations should be considered when supporting students' learning and participation through educational dialogue in different developmental phases and in different subjects.


Keywordscomprehensive schoolteaching and instructionteachersschool childrenlearningteacher-pupil relationship

Free keywordseducational dialogue; primary school; secondary school


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Ministry reportingYes

Reporting Year2024

Preliminary JUFO rating1


Last updated on 2024-15-06 at 21:45