Diane Harris|Julian Williams
The association of classroom interactions, year group and social class
University of Manchester|University of Manchester
investigate differences teacherlearner interactions reception year 2 year 4 science literacy classrooms three measures proportion open questions asked teacher ii rate successful responses iii waittimes regression analysis data 20 schools 102 lessons suggests classrooms socioeconomically disadvantaged areas offer distinctive patterns interaction ie typically associated approximately two years younger affluent school districts closely examine quality two contrasting dialogues reception science classes schools poor affluent areas see teachers questions work fail work achieve expected quality scientific dialogue thus effective use open questioning might indicative quality conclusion discuss quality talk explanation class differences learning outcomes schooling