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The Impact of Dialogic Teaching on Student Learning

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This event features two talks from two very recent and large-scale projects that examine the impact of dialogic teaching on student learning.

The first by Dr Jan Hardman (University of York) will discuss a large-scale school-based teacher PD intervention entitled ‘Classroom talk, social disadvantage and educational attainment: raising standards, closing the gap’. Funded by the Education Endowment Foundation (EEF), the study was a collaborative project between the University of York (with Frank Hardman) and the Cambridge Primary Review Trust (Robin Alexander). Using an experimental design, a positive impact on children’s learning was found using standardised tests in primary English, mathematics and science. This presentation focuses on the findings of the process evaluation of the study. It will present an analysis of lesson videos to study the impact of the PD intervention on the pedagogical practices of teachers and the participation of pupils in whole class talk.

The second talk by Professor Christine Howe (University of Cambridge) has a similar focus. Patterns of classroom dialogue have been spotlighted as critical for teaching and learning. Hypotheses have been proposed about optimal patterns, yet it remains uncertain how beneficial these are in practice. The need for additional evidence underpins the ESRC -funded project (carried out with Neil Mercer, Sara Hennessy, Maria Vrikki & Lisa Wheatley) that this presentation will report. A large representative sample of classroom dialogue has been obtained and analyzed via a scheme that requires coding speaker turns and rating full lessons. Analyzed dialogue has been related to measures of student outcome. This presentation will outline positive associations between dialogue and outcome that have been detected. It will also highlight the significance of the results for methodology, theory and practice.

This talk is part of the CEDiR series.

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