It is now widely believed that classroom dialogue matters as regards student outcomes, with optimal patterns often regarded as requiring some or all of open questions, elaboration of previous contributions, reasoned discussion of competing viewpoints, linkage and coordination across contributions, metacognitive engagement with dialogue, and high student participation. To date, however, the relevance of such features has been most convincingly examined in relation to small-group interaction among students; little is known about their applicability to teacher–student dialogue. This article reports a large-scale study that permits some rebalancing. The study revolved around 2 lessons (covering 2 of mathematics, literacy, and science) that were video recorded in each of 72 demographically diverse classrooms (students’ ages 10–11 years). Key measures of teacher–student dialogue were related to 6 indices of student outcome, which jointly covered curriculum mastery, reasoning, and educationally relevant attitudes. Prior attainment and attitudes were considered in analyses, as were other factors (e.g., student demographics and further aspects of classroom practice) that might confound interpretation of dialogue–outcome relations. So long as students participated extensively, elaboration and querying of previous contributions were found to be positively associated with curriculum mastery, and elaboration was also positively associated with attitudes.

如今，人们普遍认为，课堂对话对学生的学习成绩很重要，最佳模式通常被认为需要一些或全部公开问题，阐述以前的文稿，对相互竞争的观点进行理性的讨论，跨文稿的联系与协调，对话的元认知参与，和高学生参与度。然而，迄今为止，关于学生之间的小组互动，最令人信服地考察了这些功能的相关性。关于它们对师生对话的适用性知之甚少。本文报告了一项允许进行一些重新平衡的大规模研究。这项研究围绕2堂课（涵盖2项数学，识字和科学），分别在72个人口统计学上不同的教室（学生年龄10-11岁）中录制了视频。师生对话的关键措施与学生成绩的6个指标有关，这些指标共同涵盖了课程掌握，推理和与教育相关的态度。分析中考虑了先前的素养和态度，还有其他因素（例如，学生的人口统计学特征和课堂实践的其他方面）也可能被混淆，这些因素可能会混淆对对话与结果关系的解释。只要学生广泛参与，就会发现精心设计和询问以前的贡献与课程精通正相关，而精心设计也与态度正相关。其他因素（例如，学生的人口统计学特征和课堂实践的其他方面）也可能使对对话-成果关系的解释感到困惑。只要学生广泛参与，就会发现精心设计和询问以前的贡献与课程精通正相关，而精心设计也与态度正相关。其他因素（例如，学生的人口统计学特征和课堂实践的其他方面）也可能使对对话-成果关系的解释感到困惑。只要学生广泛参与，就会发现精心设计和询问以前的贡献与课程精通正相关，而精心设计也与态度正相关。