Dialogic Teaching raised attainment in English and science (two additional months' progress) and maths (one additional month) in Year 5 pupils compared to control schools¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children in Dialogic Teaching schools made two additional months' progress in English and science, and one additional month's progress in maths, compared to control children. → Jay et al. 2017 q3 i? The maths effect was not statistically significant (effect size 0.09, p = 0.19), while science (0.12, p = 0.04) and English (0.15, p = 0.05) reached significance. → 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

q3 · i? · causal · r2

Efficacy cluster trial comparing 38 intervention schools (2,492 pupils) with 38 control schools (2,466 pupils), analysed by multilevel linear regression of GL Assessment Progress Test scores. Table 1 reports effect sizes of "0.09" for maths (p = 0.19), "0.12" for science (p = 0.04), and "0.15" for English (p = 0.05).

"Children in Dialogic Teaching schools made two additional months’ progress in English and science, and one additional month ’s progress in maths, compared to children in control schools, on average ."

Discussion¶

Related Claims¶

• FSM pupils in Dialogic Teaching schools made two additional months' progress in English, science, and maths compared to FSM children in control schools — related