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The association of classroom interactions, year group and social class

机译：课堂互动，年级与社会阶层的关联

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We investigate differences in the teacher-learner interactions in Reception, Year 2 and Year 4 science and literacy classrooms through three measures: (i) the proportion of open questions asked by the teacher, (ii) the rate of successful responses, and (iii) wait‐times. A regression analysis of data from 20 schools and 102 lessons suggests that classrooms in socio‐economically disadvantaged areas offer distinctive patterns of interaction, i.e., typically associated with those approximately two years younger in the more affluent school districts. We then closely examine the quality of two contrasting dialogues from reception science classes of schools in poor and affluent areas. We see how teachers’ questions can work or fail to work to achieve the expected quality in scientific dialogue, and thus how effective use of open questioning might be indicative of quality. In conclusion, we discuss quality of talk as an explanation of class differences in learning outcomes of schooling.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/01411926.2010.548547
机译：我们通过以下三种方法调查接待，第二年级和第四年级科学与素养教室中师生互动的差异：（i）老师提出的开放式提问的比例，（ii）成功回答的比例，以及（iii） ）等一下。对来自20所学校和102堂课的数据进行的回归分析表明，在经济上处于社会不利地位的地区的教室提供了独特的交互模式，即通常与较富裕的学区中大约年轻两年的教室相关。然后，我们仔细研究贫困地区和富裕地区的学校的接收科学课中两次截然不同的对话的质量。在科学对话中，我们看到教师的问题如何起作用或不能起作用，以达到预期的质量，从而有效地利用公开提问可以指示质量。最后，我们将讨论谈话质量，以解释学校学习成果中班级差异的原因。查看全文下载全文相关变量add add_id ，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/01411926.2010.548547

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