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ERIC Number: EJ964703
Record Type: Journal
Publication Date: 2012
Pages: 25
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0141-1926
The Association of Classroom Interactions, Year Group and Social Class
Harris, Diane; Williams, Julian
British Educational Research Journal, v38 n3 p373-397 2012
We investigate differences in the teacher-learner interactions in Reception, Year 2 and Year 4 science and literacy classrooms through three measures: (i) the proportion of open questions asked by the teacher, (ii) the rate of successful responses, and (iii) wait-times. A regression analysis of data from 20 schools and 102 lessons suggests that classrooms in socio-economically disadvantaged areas offer distinctive patterns of interaction, i.e., typically associated with those approximately two years younger in the more affluent school districts. We then closely examine the quality of two contrasting dialogues from reception science classes of schools in poor and affluent areas. We see how teachers' questions can work or fail to work to achieve the expected quality in scientific dialogue, and thus how effective use of open questioning might be indicative of quality. In conclusion, we discuss quality of talk as an explanation of class differences in learning outcomes of schooling. (Contains 6 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 3; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)