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Implementation and Efficacy of a Teacher Intervention in Dialogic Mathematics Classroom Discourse

Version
1
Resource Type
Dataset
Creator
  • Ni, Yujing (Department of Educational Psychology, the Chinese University of Hong Kong)
Publication Date
2019-01-04
Funding Reference
  • Hong Kong Institute of Educational Research at the Chinese University of Hong Kong
    • Award Number: 6900840
  • the Research Grant Council of Hong Kong Special Administration Region, China
    • Award Number: 14620515
Description
  • Abstract

    The present study investigated the efficacy of a teacher intervention program, which aims at assisting teachers in the development of conceptual and practical tools to be applied as a means of engaging students in dialogic classroom discourse. 32 fourth-grade mathematics teachers and their classes involved in the study, among whom half of the teachers and classes belonged to the intervention group and the other half to the non-intervention group.
Availability
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Update Metadata: 2019-06-07 | Issue Number: 1 | Registration Date: 2019-06-07

Ni, Yujing (2019): Implementation and Efficacy of a Teacher Intervention in Dialogic Mathematics Classroom Discourse. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E110081V1