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Article: Beyond oral participation: A typology of student engagement in classroom discussions

TitleBeyond oral participation: A typology of student engagement in classroom discussions
Authors
KeywordsStudent engagement
Classroom discussions
Silent students
Typology
Issue Date2020
PublisherSpringer. The Journal's web site is located at https://www.springer.com/journal/40841
Citation
New Zealand Journal of Educational Studies, 2020, v. 55 n. 1, p. 247-265 How to Cite?
AbstractClassroom discussions represent a common learning activity for students in schools. The prevailing discourse has focused on how to encourage as many students as possible to participate actively in classroom discussions with the assumption that only vocal students are engaged learners. The present essay critically challenges this position by drawing attention to how silent students may be similarly, if not more, engaged emotionally and cognitively than vocal students in classroom discussions. It uses the conceptual apparatus of the integrated perspective of student engagement to hypothesize a typology of six student learning patterns in discussions, namely, Silent-Acting, Silent-Feeling, Silent-Cognizing, Vocal-Acting, Vocal-Feeling, and Vocal-Cognizing. The typology is derived from examining interactions between the three dimensions of student engagement (behavioural, emotional, and cognitive engagement) and two types of student participation in classroom discussions (vocal versus silent participation). Implications for building a more inclusive classroom learning environment and suggestions for future research are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/285332
ISSN
2023 Impact Factor: 1.0
2023 SCImago Journal Rankings: 0.396
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorShi, M-
dc.contributor.authorTan, CY-
dc.date.accessioned2020-08-18T03:52:29Z-
dc.date.available2020-08-18T03:52:29Z-
dc.date.issued2020-
dc.identifier.citationNew Zealand Journal of Educational Studies, 2020, v. 55 n. 1, p. 247-265-
dc.identifier.issn0028-8276-
dc.identifier.urihttp://hdl.handle.net/10722/285332-
dc.description.abstractClassroom discussions represent a common learning activity for students in schools. The prevailing discourse has focused on how to encourage as many students as possible to participate actively in classroom discussions with the assumption that only vocal students are engaged learners. The present essay critically challenges this position by drawing attention to how silent students may be similarly, if not more, engaged emotionally and cognitively than vocal students in classroom discussions. It uses the conceptual apparatus of the integrated perspective of student engagement to hypothesize a typology of six student learning patterns in discussions, namely, Silent-Acting, Silent-Feeling, Silent-Cognizing, Vocal-Acting, Vocal-Feeling, and Vocal-Cognizing. The typology is derived from examining interactions between the three dimensions of student engagement (behavioural, emotional, and cognitive engagement) and two types of student participation in classroom discussions (vocal versus silent participation). Implications for building a more inclusive classroom learning environment and suggestions for future research are discussed.-
dc.languageeng-
dc.publisherSpringer. The Journal's web site is located at https://www.springer.com/journal/40841-
dc.relation.ispartofNew Zealand Journal of Educational Studies-
dc.subjectStudent engagement-
dc.subjectClassroom discussions-
dc.subjectSilent students-
dc.subjectTypology-
dc.titleBeyond oral participation: A typology of student engagement in classroom discussions-
dc.typeArticle-
dc.identifier.emailTan, CY: tancy@hku.hk-
dc.identifier.authorityTan, CY=rp01826-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s40841-020-00166-0-
dc.identifier.scopuseid_2-s2.0-85084124097-
dc.identifier.hkuros312937-
dc.identifier.volume55-
dc.identifier.issue1-
dc.identifier.spage247-
dc.identifier.epage265-
dc.identifier.isiWOS:000528431200002-
dc.publisher.placeGermany-
dc.identifier.issnl0028-8276-

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