Students’ Participation and Equality of Treatment in Classroom Discourse
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| Year of publication | 2021 |
| Type | Appeared in Conference without Proceedings |
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| Description | The aim of this paper is to research student participation patterns and identify how students signal their willingness to participate in classroom discourse in the Czech Republic (ISCED 2A). Student participation in classroom discourse is one of the key interests in educational research. The theoretical basis is sociocultural theory, which was developed by Vygotsky (1981). Students learn best through active participation in rich, stimulating, and dialogic discourse (Lefstein and Snell, 2014). On the other hand, there is strong empirical evidence that students do not participate equally. |
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