The silent and the vocal: Participation and learning in whole-class discussion
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O'Connor et al. claimed that both silent and vocal students benefited from being in a classroom where talk-intensive instruction had been established, regardless of whether they verbally participated.
“Hence, the authors claimed that both silent and vocal students benefited from being in a classroom where talk-intensive instruction had been established, and it did not matter whether they verbally participated in the given lesson.”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as O'Connor et al. (2017)
In O'Connor et al.'s experimental study, the number of words spoken by a student was not associated with that student's test score in either condition.
“But the results did not indicate an association between the number of words spoken by a student and that student's test score in either condition.”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as O'Connor et al. (2017)
Our study does not contradict the study by O'Connor et al. (2017).
“Consequently, our study does not contradict the study by O'Connor et al. (2017).”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as O'Connor et al. (2017)
No link was proven between the quantity of student verbal engagement in the lesson and student test scores; silent and vocal students performed equally well.
“No link was proven between the quantity of student verbal engagement in the lesson and student test scores.Both silent and vocal students performed equally well.”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as O'Connor et al., 2017
Engagement was not examined in the studies by Inagaki et al. (1998), O'Connor et al. (2017), Webb et al. (2014), Ing et al. (2015), Sedova et al. (2019), and Larrain et al. (2019).
“We cannot infer this, as engagement was not examined in these studies.”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as O'Connor et al., 2017
Silent students may be both engaged and disengaged; those who closely follow the discussion with interest but do not make verbal contributions are silently participating.
“O'Connor et al. (2017) claimed that silent students may be both engaged and disengaged.Those who closely follow the discussion with interest, but do not make verbal contributions, are silently participating according to these authors.”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as O'Connor et al., 2017
O'Connor et al. interpreted their findings as the consequence of students' long-standing enculturation in classroom norms of active listening.
“Similarly, O'Connor et al. (2017) interpreted their findings as the consequence of students' long-standing enculturation in classroom norms of active listening.”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as O'Connor et al., 2017
Cites
Handbook of Metacognition in Education
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009) · doi:10.4324/9780203876428 · Cited by 1,509 · see citing works
Reasoning as a scientist: ways of helping children to use language to learn science
Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004) · British Educational Research Journal · doi:10.1080/01411920410001689689 · Cited by 637 · see citing works
Influence of Oral Discussion on Written Argument
Reznitskaya, A., Anderson, R. C., McNurlen, B., Nguyen-Jahiel, K., Archodidou, A., & Kim, S.-Y. (2001) · Discourse Processes · doi:10.1080/0163853x.2001.9651596 · Cited by 271 · see citing works
O'Connor, C., Michaels, S., & Chapin, S. (2015) · Socializing Intelligence Through Academic Talk and Dialogue · doi:10.3102/978-0-935302-43-1_9 · Cited by 107 · see citing works
Self-citationWilkinson, I. A. G., Murphy, P. K., & Binici, S. (2015) · Socializing Intelligence Through Academic Talk and Dialogue · doi:10.3102/978-0-935302-43-1_3 · Cited by 76 · see citing works
Clarke, S. N. (2015) · Socializing Intelligence Through Academic Talk and Dialogue · doi:10.3102/978-0-935302-43-1_13 · Cited by 57 · see citing works
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Exploring Two Decades of Research on Classroom Dialogue by Using Bibliometric Analysis
Song, Y., Chen, X., Hao, T., Liu, Z., & Lan, Z. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.04.002 · Cited by 245 · see citing works
Schnitzler, K., Holzberger, D., & Seidel, T. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00500-6 · Cited by 213 · 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
- Authors
- O'Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G.
- Affiliations
- Clark University (US)
- Boston University (US)
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2017-04
- Volume
- 48
- Pages
- 5-13
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2560234486
- Cited by
- 168
- References
- 6
- Citations by year
- 2026: 17 · 2025: 27 · 2024: 17 · 2023: 25 · 2022: 31 · 2021: 13 · 2020: 16 · 2019: 14 · 2018: 5 · 2017: 2 · 2016: 1
- FWCI
- 32.55
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
- www.elsevier.com/legal/tdmrep-license (tdm)
- www.elsevier.com/open-access/userlicense/1.0/ (am, 412 d)
- doi.org/10.15223/policy-017 (stm-asf)
- doi.org/10.15223/policy-037 (stm-asf)
- doi.org/10.15223/policy-012 (stm-asf)
- doi.org/10.15223/policy-029 (stm-asf)
- doi.org/10.15223/policy-004 (stm-asf)
- Locations
- Learning and Instruction (acceptedVersion)
- Funders
- NSF ROLE Program (REC 02131893)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- whole-class discussion, student participation, mathematics learning, direct instruction, classroom discourse, sixth grade, classroom orchestration
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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.
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