Developing and supporting implementation of a dialogic pedagogy in primary schools in England

What is it about?

This paper presents the findings of a process evaluation of a dialogic teaching intervention designed to help primary school teachers improve the quality of classroom talk and boost learning outcomes in the core subjects of English, mathematics and science. It found teachers in the intervention schools made significantly greater use of discussion and dialogue compared to teachers in the control schools and student contributions were more extended and expansive in content and reasoning. The paper concludes with a discussion of the implications of the findings for policy and practice with regard to the provision of school-based professional development.

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