Are dialogic teaching-and-learning programs effective in pre-primary and primary schools? A meta-analysis

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-28 DOI:10.1016/j.tate.2024.104823

Wanlin Xie , Xunyi Lin

引用次数: 0

Abstract

Dialogic Teaching-and-Learning (DTL) has been widely regarded as a productive educational approach in enhancing effective teaching practices and learning quality. This meta-analysis synthesized effects from 32 (quasi-)experimental studies evaluating DTL programs implemented in pre-primary and primary schools. The results revealed that DTL programs had significant positive effects on teacher professional development, teacher-child talk, child talk and child outcomes, while the overall effect on teacher talk was negative but not statistically significant. Characteristics of the studies and programs moderated the effect sizes of the DTL programs. The findings suggest that DTL programs are beneficial for fostering teacher professional development, improving classroom dialogue and supporting child development.

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对话式教学计划在学前班和小学有效吗？荟萃分析

对话式教与学（DTL）被广泛认为是提高有效教学实践和学习质量的有效教育方法。这项荟萃分析综合了 32 项（准）实验研究的效果，这些研究评估了在学前班和小学实施的 DTL 项目。结果显示，DTL 项目对教师专业发展、教师与儿童谈话、儿童谈话和儿童成果有显著的积极影响，而对教师谈话的总体影响是负面的，但在统计上并不显著。研究和项目的特点调节了 DTL 项目的效应大小。研究结果表明，DTL 计划有利于促进教师专业发展、改善课堂对话和支持儿童发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.