Most teachers felt longer than two terms was needed to embed Dialogic Teaching, so observed effect sizes may underestimate potential impact¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The majority of participating teachers felt it would take longer than two terms to fully embed the approach, leading the evaluators to suggest the observed effects may be underestimates. → Jay et al. 2017

Evidence¶

Jay et al. 2017¶

Tim Jay, Ben Willis, Peter Thomas, Roberta Taylor, Nick Moore, Cathy Burnett, Guy Merchant, Anna Stevens. (2017). Dialogic Teaching: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581114

q2 · i? · causal · r2

Survey-based process evaluation finding. The report adds that teachers felt the impact evaluation was unlikely to show a positive effect for this reason, and that "it is possible that the effect sizes observed in this evaluation are underestimates of the potential impact".

"The majority of participating teachers felt that it would take longer than two terms to fully embed a Dialogic Teaching approach in their classrooms. It could therefore be valuable to test the impact of the intervention over a longer period."

Discussion¶

Related Claims¶

• Some control schools implemented similar approaches such as teacher observation, so the trial may underestimate Lesson Study's impact relative to schools with no similar activity — related
• Few, if any, schools implemented Quest as designed, with low implementation possibly diluting any impact — related