@article {3174894, title = {Quantifying differences in students\’ participation patterns in classroom discussions}, journal = {Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2022~.Toronto, Canada, International Society of the Learning Sciences.~}, year = {2023}, abstract = {

Research has shown that student participation in classroom dialogues is associated\ 
with learning gains, and initiatives to encourage more dialogic forms of learning and teaching\ 
are abundant. Yet, less is known about how different students may experience, participate in,\ and what they may gain from dialogic classroom activities. In the current work, we explore\ potential differences in participation of high and low-achieving students (from 6 different\ 
classrooms) in upper elementary Hebrew lessons of teachers who participated in a professional\ development program on academically productive dialogue. We used Epistemic Network\ Analysis to identify differences across twelve lessons. Findings reveal that the network model\ of low-achieving students is characterized by simpler talk moves, reduced connectivity, and\ 
repetitive loops. In contrast, high achieving students{\textquoteright} network model is more interconnected,\ and the strongest connections formed among codes there are indicative of a reasoned\ argumentation and critical stance. Analyses of selected excerpts further explored the dynamics\ that may have led to these different patterns. \ 

}, author = {Bouton, E. and Yosef, D. and Asterhan, C. S. C.} }