Claims

School membership and time of recording showed negligible association with dialogue measures

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Correlations between days after 1st October of recording and each dialogue frequency were non-significant, with mean r=.02. → Howe 2018

Evidence

Howe 2018

Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2018). Teacher-Student Dialogue during Classroom Teaching: Does it Really Impact upon Student Outcomes? To appear in The Journal of the Learning Sciences. https://gtr.ukri.org/projects?ref=ES/M007103/1

q2 · i? · associational · r3

Check on whether time of recording between October and March related to dialogue patterns. Pearson correlations with each dialogue frequency were "non-significant (M=.02, range=-.11 to .15)", supporting treating the dialogue variables as stand-alone practice indices.

"Accordingly, correlations (Pearson rs) were computed between the number of days after 1st October that each classroom was recorded and each of the dialogue frequencies. All correlations were non-significant (M=.02, range=-.11 to .15)."

Discussion

Page metadata
Field Value
type claim
id school-and-timing-effects-on-dialogue-negligible
title School membership and time of recording showed negligible association with dialogue measures
description School membership and time of recording showed negligible association with dialogue measures
status review
evidence_strength moderate
newest_evidence 2018
generated by process:wiki-ingest on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — howe-2018

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