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Conference Paper: Efficacy of a Teacher Intervention Program Aimed at Engaging Students in Dialogic Mathematics Classroom Discourse
| Title | Efficacy of a Teacher Intervention Program Aimed at Engaging Students in Dialogic Mathematics Classroom Discourse |
|---|---|
| Authors | |
| Issue Date | 2018 |
| Publisher | American Educational Research Association. |
| Citation | American Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018 How to Cite? |
| Abstract | This study implemented a teacher intervention aimed at assisting teachers in engaging students in dialogic mathematics classroom discourse. The study used a quasi-experimental design to form an intervention and a non-intervention group, each with 16 classrooms. The two groups were assessed before and after the intervention with outcome measures in order to evaluate efficacy of the intervention. These measures include the teachers’ perceived efficacy in engaging students in classroom discourse, teachers’ classroom discourse behaviors, students’ classroom discourse behaviors, and students’ interest and attitude towards mathematics. The present paper is focused on investigating influence of the intervention on the teachers’ perceived efficacy in engaging students in classroom discourse and teachers’ classroom discourse behaviors. |
| Description | In Event: Professional Learning Experiences for Mathematics Teaching |
| Persistent Identifier | http://hdl.handle.net/10722/262012 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Ni, Y | - |
| dc.contributor.author | Ho, G | - |
| dc.contributor.author | Shi, L | - |
| dc.contributor.author | Chen, G | - |
| dc.contributor.author | Cui, C | - |
| dc.date.accessioned | 2018-09-28T04:51:57Z | - |
| dc.date.available | 2018-09-28T04:51:57Z | - |
| dc.date.issued | 2018 | - |
| dc.identifier.citation | American Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/262012 | - |
| dc.description | In Event: Professional Learning Experiences for Mathematics Teaching | - |
| dc.description.abstract | This study implemented a teacher intervention aimed at assisting teachers in engaging students in dialogic mathematics classroom discourse. The study used a quasi-experimental design to form an intervention and a non-intervention group, each with 16 classrooms. The two groups were assessed before and after the intervention with outcome measures in order to evaluate efficacy of the intervention. These measures include the teachers’ perceived efficacy in engaging students in classroom discourse, teachers’ classroom discourse behaviors, students’ classroom discourse behaviors, and students’ interest and attitude towards mathematics. The present paper is focused on investigating influence of the intervention on the teachers’ perceived efficacy in engaging students in classroom discourse and teachers’ classroom discourse behaviors. | - |
| dc.language | eng | - |
| dc.publisher | American Educational Research Association. | - |
| dc.relation.ispartof | AERA (American Educational Research Association) 2018 Annual Meeting | - |
| dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
| dc.title | Efficacy of a Teacher Intervention Program Aimed at Engaging Students in Dialogic Mathematics Classroom Discourse | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Chen, G: gwchen@hku.hk | - |
| dc.identifier.authority | Chen, G=rp01874 | - |
| dc.identifier.hkuros | 293343 | - |
| dc.publisher.place | New York, NY | - |