The silent and the vocal: Participation and learning in whole-class discussion

By Catherine O'Connor, Sarah Michaels, Suzanne H. Chapin, Allen G Harbaugh. 2017

153 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/09e27cb9d51f3b8bc65cd26878327a8529334fcb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Doris Holzberger
2. Tina Seidel
3. Bert van Oers

In Education

1. Doris Holzberger
2. K. Schnitzler
3. Tina Seidel
4. Bert van Oers
5. D. Nussbaumer
6. J. Scheerens

Citations in the corpus

• The effect of productive classroom talk and metacommunication on young children's oral communicative competence and subject matter knowledge: An intervention study in early childhood education (2017, background): “Orchestrating productive classroom dialogue in whole-group settings is a complex endeavor in which teachers have to manage many things at the same time (O’Connor et al., 2017).”
• All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “For example, students might share a pattern of low overt participation but still be highly cognitively and emotionally engaged (O’Connor et al. 2017).”