Research has shown that student participation in classroom dialogues is associated with learning gains, and initiatives to encourage more dialogic forms of learning and teaching are abundant. Yet, less is known about how different students may experience, participate in, and what they may gain from dialogic classroom activities. In the current work, we explore potential differences in participation of high and low-achieving students (from 6 different classrooms) in upper elementary Hebrew lessons of teachers who participated in a professional development program on academically productive dialogue. We used Epistemic Network Analysis to identify differences across twelve lessons. Findings reveal that the network model of low-achieving students is characterized by simpler talk moves, reduced connectivity, and repetitive loops. In contrast, high achieving students' network model is more interconnected, and the strongest connections formed among codes there are indicative of a reasoned argumentation and critical stance. Analyses of selected excerpts further explored the dynamics that may have led to these different patterns.
|Title of host publication
|ISLS Annual Meeting 2023
|Subtitle of host publication
|Building Knowledge and Sustaining our Community - 16th International Conference on Computer-Supported Collaborative Learning, CSCL 2023 - Proceedings
|Crina Damsa, Marcela Borge, Elizabeth Koh, Marcelo Worsley
|International Society of the Learning Sciences (ISLS)
|Number of pages
|Published - 2023
|16th International Conference on Computer-Supported Collaborative Learning, CSCL 2023 - Montreal, Canada
Duration: 10 Jun 2023 → 15 Jun 2023
|Computer-Supported Collaborative Learning Conference, CSCL
|16th International Conference on Computer-Supported Collaborative Learning, CSCL 2023
|10/06/23 → 15/06/23
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