Quality of educational dialogue and association with students’ academic performance

Teacher-student dialogue that promotes student contribution has been reported as having positive implications for attitudes to schooling and peers and for academic attainment in mathematics, science and literacy.

“Teacher-student dialogue that promotes student contribution has also been reported as having positive implications for attitudes to schooling and peers (Richter & Tjosvold, 1980) and for academic attainment in mathematics, science and literacy (Clarke, Xu, & Wan, 2010;Muhonen, Pakarinen, Poikkeus, Lerkkanen, & Rasku-Puttonen, 2018).”

Benefits for mathematics, science, literacy and oral communicative competence have been reported when teachers build on or elaborate students' ideas and encourage them to do the same, or do so while encouraging explanation and justification.

“Relating to the second and third themes, benefits for mathematics, science, literacy and oral communicative competence have been reported when teachers build on or elaborate students' ideas and encourage them to do the same; or do such things while also encouraging students to explain and justify their ideas (Muhonen et al., 2018;O'Connor et al., 2015;van der Veen et al., 2017).”

Muhonen et al. (2018) reports high ratings for 'building upon' during dialogue being positively associated with attainment in science.

“For that reason, it seems unnecessary at this stage to be concerned at apparent discrepancies with the work of Muhonen et al. (2018), which reports high ratings for 'building upon' during dialogue being positively associated with attainment in science.”

Students in talk-intensive classes in which students speak often, are involved in deep and meaningful conversations, and have supportive teachers benefit positively.

“Several studies have confirmed a positive impact for students located in”