"Scaling Down" to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study

O'Connor, Catherine; Michaels, Sarah; Chapin, Suzanne

doi:10.3102/978-0-935302-43-1_9

Cited by 107Innovative Teaching and Learning MethodsTeacher Education and Leadership StudiesEarly Childhood Education and Development

"Scaling Down" to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study

O'Connor, Catherine, Michaels, Sarah, Chapin, Suzanne·2015·Socializing Intelligence Through Academic Talk and Dialogue

DOI 10.3102/978-0-935302-43-1_9

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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).”
From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as O'Connor et al., 2015
Even the studies that spotlight the issue (e.g. O'Connor et al., 2015; Pauli & Reusser, 2015; van der Veen et al., 2017) involve data that preclude isolating the consequences of reasoned dialogue from the effects of other forms.
“Even the studies that spotlight the issue (e.g.O'Connor et al., 2015;Pauli & Reusser, 2015;van der Veen et al., 2017) involve data that preclude isolating the consequences of reasoned dialogue from the effects of other forms.”
From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as O'Connor et al., 2015
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”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as O'Connor et al., 2015

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Authors: O'Connor, C., Michaels, S., & Chapin, S.
ORCID: Michaels, Sarah
Venue: Socializing Intelligence Through Academic Talk and Dialogue
Publisher: American Educational Research Association
Published: 2015-04
Pages: 111-126
DOI: 10.3102/978-0-935302-43-1_9
OpenAlex: W2545889235
Cited by: 107
References: 0
Citations by year: 2026: 3 · 2025: 12 · 2024: 10 · 2023: 13 · 2022: 14 · 2021: 14 · 2020: 9 · 2019: 8 · 2018: 7 · 2017: 5 · 2016: 3 · 2015: 5 · 2014: 3 · 2013: 1
FWCI: 12.96
Type: book chapter
Language: en
Open access: closed
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › Early Childhood Education and Development
Keywords: classroom discourse, scaling down, student discourse

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"Scaling Down" to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study

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