"Breaking the Silence": A Mixed-Method Case Study on Silent High-Achieving Students in Classroom Talk

• In Event: New Directions in Studying Classroom Discussion and Participation

Abstract

This study focuses on silent high-achieving students who usually participate in classroom talk to a limited extent. Because teachers perceive silent high-achieving students as shy but also as intelligent, they try to engage them mostly by external incentives (e. g., direct call on). However, it is unclear to which extent this external stimulation is linked to students’ engagement and learning. To get a comprehensive insight into students’ behavior and thinking, we conducted a mixed-method case study and examined two classes over nine months by use of questionnaires, video observations, and interviews. Results reveal that teacher’s external stimulation is positively linked to students’ engagement and their perception of classroom talk. The results are discussed regarding teaching strategies for leading whole-class discussions.

Authors

• Dennis Hauk, Friedrich-Schiller-Universität Jena

• Alexander Groeschner, Friedrich-Schiller-Universität Jena

• Anne Israel, Friedrich-Schiller-Universität Jena