Troubles with dialogic teaching
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Teachers perceive the presence of a video camera in a lesson very negatively, and there is a significant increase in the likelihood that they will refuse to participate in research.
“We know from previous field studies (e.g., Sedova et al., 2014;Sedova et al., 2016;Sedova et al., 2017) that teachers perceive the presence of a video camera in a lesson very negatively and there is a significant increase in the likelihood that they will refuse to participate in the research.”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Sedova et al., 2014
Teaching in Czech schools is still very traditional and not much student-oriented.
“Teaching in Czech schools is still very traditional and not much student-oriented (Sedova et al., 2014).”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Sedova et al., 2014
Teaching in Czech schools is still traditional and not student-oriented, manifesting as a limited allowance of student talk during class.
“This corresponds to the fact that teaching in Czech schools is still traditional and not student-oriented, manifesting as a limited allowance of student talk during class (Sedova et al., 2014).”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as Sedova et al., 2014
Cites
Mercer, N., & Dawes, L. (2008) · Exploring Talk in School: Inspired by the Work of Douglas Barnes · doi:10.4135/9781446279526.n4 · Cited by 201 · see citing works
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Teacher professional development as a means of transforming student classroom talk
Sedova, K., Sedlacek, M., & Svaricek, R. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.03.005 · Cited by 179 · see citing works
Sedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101217 · Cited by 146 · see citing works
How vocal and silent forms of participation in combination relate to student achievement
Sedova, K., & Sedlacek, M. (2023) · Instructional Science · doi:10.1007/s11251-022-09609-1 · Cited by 16 · see citing works
“Students are expected to pay attention in silence and only briefly answer teacher questions when they are asked (Sedova et al., 2014).”
BackgroundTeachers’ emotions in teacher development: Do they matter?
Šeďová, K., Šalamounová, Z., Švaříček, R., & Sedláček, M. (2017) · Studia paedagogica · doi:10.5817/sp2017-4-5 · Cited by 12 · see citing works
- Authors
- Sedova, K., Salamounova, Z., & Svaricek, R.
- Venue
- Learning, Culture and Social Interaction
- Publisher
- Elsevier BV
- Published
- 2014-12
- Volume
- 3
- Issue
- 4
- Pages
- 274-285
- ISSN
- 2210-6561 (ISSN-L)
- OpenAlex
- W2022558658
- Cited by
- 92
- References
- 1
- Citations by year
- 2026: 6 · 2025: 9 · 2024: 6 · 2023: 14 · 2022: 4 · 2021: 11 · 2020: 14 · 2019: 11 · 2018: 7 · 2017: 4 · 2016: 4 · 2015: 1 · 2014: 1
- FWCI
- 60.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning Culture and Social Interaction (publishedVersion)
- Funders
- Czech Science Foundation
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Linguistics and Education Research
- Social Sciences › Education › Russian Literature and Bakhtin Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- dialogic teaching, junior high school, teacher practices, rational argumentation, semantic noise, classroom communication, Czech education system
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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