教师谈话与学生学业成绩之间的关系:荟萃分析

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
{"title":"教师谈话与学生学业成绩之间的关系:荟萃分析","authors":"","doi":"10.1016/j.edurev.2024.100638","DOIUrl":null,"url":null,"abstract":"<div><p>Teacher talk is an integral part of classroom dialogue. However, emerging empirical research has shown inconsistent correlations between specific teacher talk moves (TTMs) and student achievement, motivating us to synthesise previous results to provide robust evidence. Using three-level meta-analytic techniques, this study examined the associations between teacher talk (dialogic and monologic orientations), specific TTMs, and student achievement in K–12 classrooms. Based on a synthesis of 16 studies with 51 effect sizes, we found a significant positive correlation between teacher talk and student achievement (<em>r</em> = .19). For the two orientations of teacher talk, dialogic teacher talk was moderately correlated with student achievement (<em>r</em> = .25), whereas monologic teacher talk was not significantly related to student achievement (<em>r</em> = .05). In terms of specific dialogic TTMs, analyses revealed significant and moderate associations of inviting students to share ideas and asking uptake questions with student achievement (<em>r</em> = .40 and <em>r</em> = .26, respectively), whereas high-quality feedback from teachers was not significantly related to student achievement (<em>r</em> = .26). Furthermore, the relationship between dialogic teacher talk and student achievement was mediated by student engagement, but not moderated by geographical region, grade level, achievement domain, or measure of teacher talk. This study sheds light on the importance of dialogic pedagogical approaches in relation to academic achievement, as well as the centrality of teachers’ encouragement of students to share, articulate, and co-construct ideas in creating dialogic educational environments.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The relationship between teacher talk and students’ academic achievement: A meta-analysis\",\"authors\":\"\",\"doi\":\"10.1016/j.edurev.2024.100638\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Teacher talk is an integral part of classroom dialogue. However, emerging empirical research has shown inconsistent correlations between specific teacher talk moves (TTMs) and student achievement, motivating us to synthesise previous results to provide robust evidence. Using three-level meta-analytic techniques, this study examined the associations between teacher talk (dialogic and monologic orientations), specific TTMs, and student achievement in K–12 classrooms. Based on a synthesis of 16 studies with 51 effect sizes, we found a significant positive correlation between teacher talk and student achievement (<em>r</em> = .19). For the two orientations of teacher talk, dialogic teacher talk was moderately correlated with student achievement (<em>r</em> = .25), whereas monologic teacher talk was not significantly related to student achievement (<em>r</em> = .05). In terms of specific dialogic TTMs, analyses revealed significant and moderate associations of inviting students to share ideas and asking uptake questions with student achievement (<em>r</em> = .40 and <em>r</em> = .26, respectively), whereas high-quality feedback from teachers was not significantly related to student achievement (<em>r</em> = .26). Furthermore, the relationship between dialogic teacher talk and student achievement was mediated by student engagement, but not moderated by geographical region, grade level, achievement domain, or measure of teacher talk. This study sheds light on the importance of dialogic pedagogical approaches in relation to academic achievement, as well as the centrality of teachers’ encouragement of students to share, articulate, and co-construct ideas in creating dialogic educational environments.</p></div>\",\"PeriodicalId\":48125,\"journal\":{\"name\":\"Educational Research Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":9.6000,\"publicationDate\":\"2024-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1747938X24000472\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X24000472","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

教师谈话是课堂对话不可或缺的一部分。然而,新出现的实证研究表明,教师谈话的具体动作(TTMs)与学生成绩之间的相关性并不一致,这促使我们综合以往的研究成果,以提供可靠的证据。本研究采用三级元分析技术,考察了 K-12 课堂中教师谈话(对话和独白取向)、特定 TTM 与学生成绩之间的关联。根据对 16 项研究 51 个效应大小的综合分析,我们发现教师谈话与学生成绩之间存在显著的正相关关系(r = .19)。在教师谈话的两种取向中,对话型教师谈话与学生成绩呈中度相关(r = .25),而单一型教师谈话与学生成绩关系不大(r = .05)。就具体的对话性教师谈话技巧而言,分析表明,邀请学生分享想法和提出吸收问题与学生成绩有显著和适度的相关性(r = .40 和 r = .26),而教师的高质量反馈与学生成绩没有显著的相关性(r = .26)。此外,教师对话式谈话与学生成绩之间的关系受学生参与度的调节,但不受地理区域、年级、成绩领域或教师谈话衡量标准的调节。本研究揭示了对话式教学法对学业成绩的重要性,以及教师鼓励学生分享、表达和共同建构想法在创造对话式教育环境中的核心作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The relationship between teacher talk and students’ academic achievement: A meta-analysis

Teacher talk is an integral part of classroom dialogue. However, emerging empirical research has shown inconsistent correlations between specific teacher talk moves (TTMs) and student achievement, motivating us to synthesise previous results to provide robust evidence. Using three-level meta-analytic techniques, this study examined the associations between teacher talk (dialogic and monologic orientations), specific TTMs, and student achievement in K–12 classrooms. Based on a synthesis of 16 studies with 51 effect sizes, we found a significant positive correlation between teacher talk and student achievement (r = .19). For the two orientations of teacher talk, dialogic teacher talk was moderately correlated with student achievement (r = .25), whereas monologic teacher talk was not significantly related to student achievement (r = .05). In terms of specific dialogic TTMs, analyses revealed significant and moderate associations of inviting students to share ideas and asking uptake questions with student achievement (r = .40 and r = .26, respectively), whereas high-quality feedback from teachers was not significantly related to student achievement (r = .26). Furthermore, the relationship between dialogic teacher talk and student achievement was mediated by student engagement, but not moderated by geographical region, grade level, achievement domain, or measure of teacher talk. This study sheds light on the importance of dialogic pedagogical approaches in relation to academic achievement, as well as the centrality of teachers’ encouragement of students to share, articulate, and co-construct ideas in creating dialogic educational environments.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信