Differences between low and high achievers in whole-classroom dialogue participation quality

Background: Academically productive dialogue activities in classrooms aspire to be inclusive, such that students of all capabilities participate meaningfully and equally in discussions. Aim: We empirically examine the extent to which this aspiration is achieved regarding students of different prior achievement levels. Sample: Low- (N = 33), mid- (N = 90), and high-achieving (N = 22) upper elementary students participated in whole-classroom discussions around texts, facilitated by six highly motivated, trained teachers. Method: Based on a quantitative ethnography approach, we coded 5975 separate speech turns and compared aggregated differences across the three subgroups using Epistemic Network Analysis (ENA). Results: Whereas no differences were found in amount of speech turns, statistically significant differences were found in the quality of participation: Low-achievers' discussion participation was characterized by recitation-style talk, reduced network connectivity, and repetitive loops, compared to higher connectivity and more complex argumentative reasoning in their high-achieving classmates' network model. A follow-up qualitative analysis uncovered some of the social dynamics behind this inferior participation pattern, and highlighted the potentially stymieing behavior of peers. Conclusion: The findings underscore the need for more empirical research that takes into account differences in quality of student participation in dialogic activities and the reasons behind it.