Participating schools highly valued Dialogic Teaching, with teachers reporting positive effects on pupil engagement and confidence¶

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 process evaluation found the approach highly valued, with teacher-reported positive effects on pupil engagement and confidence. → 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

Process evaluation based on surveys returned by 12 headteachers, 16 mentors, and 24 teachers, plus telephone interviews with six teachers, eight mentors, and three headteachers, and case-study visits to three intervention schools. Findings are self-reported perceptions, not tested attainment effects.

"The process evaluation showed that the Dialogic Teaching approach was highly valued by participating schools. Teachers reported positive effects on pupil engagement and confidence."

Discussion¶

Related Claims¶

• Participating staff held positive perceptions of Switch-on, reporting increased pupil confidence, motivation and interest in reading — related
• TDTS teachers reported more positive views of pupils' ability and engagement, and judged the approach beneficial across the ability range including pupils with special educational needs — related
• Teachers and pupils reported that P4C benefited wider outcomes such as confidence to speak, listening, and self-esteem — related