How teacher professional development regarding classroom dialogue affects students' higher-order learning

Pehmer, Ann-Kathrin; Gröschner, Alexander; Seidel, Tina

doi:10.1016/j.tate.2014.12.007

Cited by 80 publications

(43 citation statements)

References 62 publications

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“…To conclude, this study contributed to the body of knowledge with respect to PLCs as a way of improving educational quality (Pehmer et al 2015). It shows that the four PLCs differed in their development and that at least three elements were significant for the development of PLCs.…”

Section: Recommendations For Further Researchmentioning

confidence: 56%

Elements affecting the development of professional learning communities in schools

Schaap

Bruijn

2017

Learning Environ Res

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This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish.

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Section: Recommendations For Further Researchmentioning

confidence: 56%

Elements affecting the development of professional learning communities in schools

Schaap

Bruijn

2017

Learning Environ Res

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“…In a previous study on the DVC, results of a pre−post comparison revealed that the whole sample of teachers participating in the DVC improved the productivity of classroom dialogue (compared to a control group), which was positively expressed by students' higher order learning (Pehmer, Gröschner, & Seidel, 2015b). In the present study, we provide more fine-grained analysis of Laura's classroom dialogue (questions, feedback, and student contributions on a speaker-turn basis) during four measuring points (instead of only pre−post analysis) and connect the findings to students' higher order learning perceptions.…”

Section: Cognitive Elaboration Strategiesmentioning

confidence: 86%

“…There is ample evidence that elaborating and arguing knowledge is essential for the development of students' understanding (e.g., Webb et al, 2014) and positive learning perceptions (Pehmer et al, 2015b). The examination of Laura's students' learning perceptions showed that at DVC 2, where half of her students' were elaborating on their knowledge, students reported their situational learning perceptions the highest.…”

Section: Discussionmentioning

confidence: 99%

“…In the present study, we provide more fine-grained analysis of Laura's classroom dialogue (questions, feedback, and student contributions on a speaker-turn basis) during four measuring points (instead of only pre−post analysis) and connect the findings to students' higher order learning perceptions. Based on the feasibility check of the previous study, which was conducted with a high inference rating (Pehmer et al, 2015b), it can be assumed that teachers' questions that foster students' elaboration of knowledge might positively influence their process of elaborating as well as their cognitive elaboration strategies on an enduring level. Due to its cuing character, which encourages students to think deeper and structure their learning (Hattie & Timperley, 2007), it can be expected that feedback on students' learning processes and self-regulation positively addresses the crucial situational learning procedures of processing and organizing.…”

Section: Cognitive Elaboration Strategiesmentioning

confidence: 99%

“…The following scales were applied; reliability is based on the whole student sample of a previous study (Pehmer et al, 2015b):…”

Section: Research Questionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Schindler¹,

Gröschner²,

Seidel³

2018

Orbis Scholae

Self Cite

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The present case study illustrates a teacher who participated in a oneyear, video-based, teacher professional development (TPD) program on classroom dialogue. This study expands the field of research on TPD by presenting the longitudinal results of Laura's teaching performance, her students' engagement in classroom dialogue, and their higher order learning perceptions. Additionally, a reflection of her participation in the TPD provides more insights into the role of TPD programs for individual teacher learning. Results revealed that Laura constantly changed her questioning and feedback behavior in terms of providing her students with more questions that foster elaboration of knowledge and feedback, which scaffolds students' learning processes. As a consequence, more students in Laura's classroom elaborated on their knowledge, which was reflected by a positive change in student higher order learning perceptions. Her reflection showed that the video tool and a mindful facilitation of the TPD program were of great value for Laura's positive learning experience.

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Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Davies

Kiemer

Meissel

2017

British Educational Res J

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This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students.

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How teacher professional development regarding classroom dialogue affects students' higher-order learning

Cited by 80 publications

References 62 publications

Elements affecting the development of professional learning communities in schools

Elements affecting the development of professional learning communities in schools

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

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