prof. Mgr. Klára Šeďová, Ph.D.
| phone: | +420 549 49 7080 |
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| e‑mail: |
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Classroom communication
How does classroom communication between the teacher and students operate? How does communication influence learning by students? Why do some students get involved in communication while others do not? Can communication for teaching/learning be transformed to be more dialogical?
Our research team has long been using a variety of quantitative and qualitative research methods, studying parameters of communication for teaching/learning. Our goal is to contribute to understanding and – if possible – improving what is going on in classrooms in terms of communication.
People
Mgr. Roman Švaříček, Ph.D.
| phone: | +420 549 49 6521, +420 723 959 550 |
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| e‑mail: |
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doc. Mgr. Martin Sedláček, Ph.D.
| phone: | +420 549 49 5308 |
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| e‑mail: |
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Selected publications
2022
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Produktivní práce učitele s žákovskou chybou při komunikaci s celou třídou
Studia Paedagogica, year: 2022, volume: 27, edition: 1, DOI
2021
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Classroom Space and Student Positions in Peer Social Networks : An Exploratory Study
Studia paedagogica, year: 2021, volume: 26, edition: 2, DOI
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The relationship between peer status and students’ participation in classroom discourse
Educational Studies, year: 2021, volume: 47, edition: 4, DOI
2020
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Are student engagement and peer relationships connected to student participation in classroom talk?
Learning, Culture and Social Interaction, year: 2020, volume: 26, edition: September, DOI
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Getting Dialogic Teaching into Classrooms. Making Change Possible
Year: 2020, number of pages: 184 s.
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Silent students and the patterns of their participation in classroom talk
Journal of the Learning Sciences, year: 2020, volume: 29, edition: 4-5, DOI
2019
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Do those who talk more learn more? The relationship between student classroom talk and student achievement
Learning and Instruction, year: 2019, volume: 63, edition: October, DOI
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Mluvit, či nemluvit? Participace na výukové komunikaci očima vokálních a tichých žáků a jejich učitelek
Orbis scholae, year: 2019, volume: 13, edition: 2, DOI
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The relationship between grading and teacher judgment
Journal of pedagogy / Pedagogický časopis, year: 2019, volume: 10, edition: 2, DOI
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The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study
Studia paedagogica, year: 2019, volume: 24, edition: 4, DOI