Individuelle Beteiligung am Unterrichtsgespräch in Grundschulklassen: Wer ist (nicht) beteiligt und welche Konsequenzen hat das für den Lernerfolg?

The active involvement of students in classroom discourse is considered crucial for student learning. Additionally, participation can be seen as a relevant indicator of social integration. In the present study, we used video codings of individual student-teacher interactions to investigate students' participation in elementary science classes (N = 628 students, N = 893 verbal contributions, and N = 1,740 further hand-raisings). Results show that students at-risk of school failure tend to participate less in classroom discourse and that teachers did not seem to substantially compensate this selection by differentially picking on students. Furthermore, students' individual participation was related to their learning gains. We interpret these findings in terms of supply-use-models of instruction. Analyses show differences in how different students are treated by the teacher (differential supply) as well as differences in students' use of a teacher's instruction (differential use). These findings can contribute to a better understanding of students' differential learning development. They also indicate that researchers and practitioners should pay special attention to those students who are not actively involved in classroom discours