The intervention increased teachers' talk moves but decreased authentic teacher questions, contradicting the dialogic-practice hypothesis for questions¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among teachers who used talk moves, the intervention was associated with a 68% higher frequency than in the control group, with strong evidence (ER = 323). → Dammert 2026 q2 i? Contrary to the hypothesized increase, authentic teacher questions were 73% lower in frequency in the intervention group, with no evidence favoring the hypothesized direction. → Dammert 2026 (2)

Evidence¶

Dammert 2026¶

Dammert, Y., Gasser, L., & Murphy, P. K. (2026). Effects of a literary intervention on teachers' monologic and dialogic practices and the quality of students' contributions. Instructional Science. https://doi.org/10.1007/s11251-026-09809-z

q2 · i? · causal · r2

Bayesian hurdle-gamma model of teacher talk moves per 10-minute discussion in the quasi-experimental pretest-posttest design. The likelihood of completely omitting talk moves was 93% lower in the IG with very strong evidence (ER > 999).

"Posterior estimates indicated that, among teachers who used talk moves during small-group discussions (gamma part), the intervention was associated with a 68% higher frequency compared to the CG, once again with strong evidence for this effect (ER = 323)."

Dammert 2026 (2)¶

Dammert, Y., Gasser, L., & Murphy, P. K. (2026). Effects of a literary intervention on teachers' monologic and dialogic practices and the quality of students' contributions. Instructional Science. https://doi.org/10.1007/s11251-026-09809-z

q2 · i? · causal · r2

Bayesian hurdle-gamma model of authentic teacher questions. The intervention increased the likelihood of completely omitting authentic questions by 1101% with very strong supporting evidence (ER = 161).

"Contrary to the hypothesized increase, posterior estimates indicated a 73% lower frequency of authentic questions in the IG, with no evidence in favor of the hypothesized direction (ER < 1)."

Discussion¶

Related Claims¶

• Students in the intervention group asked more authentic questions and used more student-directed turn allocation and reasoning in literary discussions — related
• A QT-based literary intervention reduced teachers' monologic practices (teacher turns, turn allocation, test questions, evaluation) in small-group discussions — related
• Individual trajectories varied: 9 of 14 teachers increased dialogic noticing per episode, while two teachers slightly decreased, which the authors attribute to limits of the nondirective intervention — related