A QT-based literary intervention reduced teachers' monologic practices (teacher turns, turn allocation, test questions, evaluation) in small-group discussions¶

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

Subclaims¶

q2 i? At posttest, the proportion of teacher turns was 46% lower in the intervention group than in the control group, with very strong Bayesian evidence (ER = 2999). → Dammert 2026

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 multilevel beta regression on 20 videotaped small-group discussions (13 IG, 7 CG) nested in 9 teachers, controlling for pretest, home language, and grade. The posterior estimate shows the "proportion of teacher turns was 46% lower in the IG".

"Teacher turns Posterior estimates indicated that, at posttest, the proportion of teacher turns was 46% lower in the IG than in the CG, providing very strong evidence for a reduction (ER = 2999)."

Discussion¶

Related Claims¶

• The intervention increased teachers' talk moves but decreased authentic teacher questions, contradicting the dialogic-practice hypothesis for questions — related
• Students in the intervention group asked more authentic questions and used more student-directed turn allocation and reasoning in literary discussions — related
• The intervention increased students' elaborated explanations and cumulative and exploratory talk — related