{"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}
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.
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.