Coach-based and task-based methods are the main fostering methods for LTA across studies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the 143-study sample, 72 studies (50%) reported coach-based methods effective for LTA gains and 77 studies (54%) reported task-based methods, with 32 studies using both; 41 studies (29%) used material scaffolds and 28 (20%) used peers' roles. → Chrysi Rapanta & Mark K. Felton 2022

Evidence¶

Chrysi Rapanta & Mark K. Felton 2022¶

Chrysi Rapanta & Mark K. Felton. (2022). Learning to Argue Through Dialogue: a Review of Instructional Approaches. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09637-2

q2 · i? · review · r2

Descriptive frequency analysis of fostering methods across the review's full sample of 143 studies. The authors report: "In total, 72 studies (50%) reported that some type of coach-based method was effective in bringing out any type of gains in students'argumentative dialogue, and 77 studies (54%) did so with task-based methods (32 studies used both coach-based and task-based methods". No effect size is printed, so impact is null.

"In total, 72 studies (50%) reported that some type of coach-based method was effective in bringing out any type of gains in students'argumentative dialogue, and 77 studies (54%) did so with task-based methods (32 studies used both coach-based and task-based methods)."

Discussion¶

Related Claims¶

• Dialogue approach and dialogue task are significantly associated, yielding four LTA study patterns — related