Abstract
In this chapter, we present the most important results of the quantitative analysis. We have two basic aims. First, we want to show any changes in the values of the measured indicators and principles between the lessons before and after the TPD program. Positive changes in the values offer evidence of the effects of the TPD program. Second, we analyze mutual relationships between the measured indicators and principles, taking student thoughts with reasoning as the dependent variable. Simply said, we determine the necessary appropriate conditions for this valuable kind of talk to occur.
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Notes
- 1.
Detailed results of statistical testing are given in Table 2 in Appendix.
- 2.
Detailed results of statistical testing are given in Table 3 in Appendix.
- 3.
Detailed results of statistical testing are given in Table 4 in Appendix.
- 4.
Detailed results of statistical testing are given in Table 5 in Appendix.
- 5.
See Footnote 4.
References
Sedlacek, M., & Sedova, K. (2017). How many are talking? The role of collectivity in dialogic teaching. International Journal of Educational Research, 85, 99–108. https://doi.org/10.1016/j.ijer.2017.07.001
Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14–25. https://doi.org/10.1016/j.tate.2016.03.005
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Šeďová, K., Šalamounová, Z., Švaříček, R., Sedláček, M. (2020). Did Transformation Happen? The Effects of the TPD Program on Classroom Talk. In: Getting Dialogic Teaching into Classrooms. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-15-9243-0_4
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DOI: https://doi.org/10.1007/978-981-15-9243-0_4
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