Li, Ping (2022) The relations between students’ engagement and teachers’ dialogic teaching in Chinese elementary school. Master thesis, Educational Sciences.
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Abstract
Student engagement has received increasing concern in the educational realm. It can influence student academic achievement and reduce dropout rates, yet it can also be affected by a variety of contextual factors, such as teachers, peers, families, communities and culture. In particular, how teachers organise classroom interaction and dialogue is a vital factor in promoting engagement. An approach associated with improving student performance in the classroom is dialogic teaching. The purpose of this study is to investigate the relationship between dialogic teaching and student engagement. The Scheme for Educational Dialogue Analysis (SEDA) is applied to analyse the classroom recordings of 10 Chinese primary school teachers. The results indicate that teachers primarily use dialogues to invite elaboration or reasoning, build on ideas, guide the direction of dialogue or activity, and express or invite ideas. The in-depth interviews reveal that the teachers' understanding of student engagement is mainly focused on the positive behavioural dimension. In addition, the teachers describe moments of low/high engagement in the lesson. Then, several links between high engagement and dialogic teaching are detected. Limitations and implications are discussed.
| Item Type: | Thesis (Master) |
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| Supervisor name: | Mascareno Lara, M.N. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Other [Master Educational Sciences] |
| Date Deposited: | 22 Jun 2022 12:54 |
| Last Modified: | 22 Jun 2022 12:54 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/584 |
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