Searching for the Link between Changes in Teacher Discourse Behaviors and Changes in Student Learning in Mathematics Classroom
- Ni, Yujing (Department of Educational Psychology, the Chinese University of Hong Kong)
the Research Grant Council of Hong Kong Special Administration Region, China
- Award Number: 14620515
Hong Kong Institute of Educational Research at the Chinese University of Hong Kong
- Award Number: 6900840
AbstractThe study investigated efficacy of an intervention program for teachers to engage students in dialogical classroom discourse. It linked changes in teacher discourse behaviors to changes in student learning involving 32 fourth-grade mathematics teachers and their classes. Half of the teachers belonged to the intervention group and the other half to the non-intervention group.
Update Metadata: 2019-02-21 | Issue Number: 1 | Registration Date: 2019-02-21