The use of Quality Talk to increase critical analytical speaking and writing of students in three secondary schools

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dc.contributor.author Davies, Maree en
dc.contributor.author Meissel, Kane en
dc.date.accessioned 2016-11-03T01:25:31Z en
dc.date.issued 2016-04 en
dc.identifier.citation British Educational Research Journal, 2016, 42(2), pp. 342-365 en
dc.identifier.issn 0141-1926 en
dc.identifier.uri http://hdl.handle.net/2292/30948 en
dc.description.abstract This study was carried out in three secondary schools of varying socioeconomic levels within the usual framework of tasks completed by students while studying towards a national assessment. The study examined the change in the nature of the interactions between students in group conversations, in the context of a film unit and a geography unit using Quality Talk. Quality Talk is an interventional approach promoting text comprehension via a critical-reflective thinking approach. The study also sought to determine whether there was a positive intervention effect from the use of Quality Talk, on the students' ability to write from a critical analytical (CA) stance. Differences in the pre- and post-treatment writing achievement of seven intervention and one comparison class were assessed. Analysis revealed a large intervention effect within the intervention classes with marked improvements in students' abilities to talk and write with a CA stance (d = 0.92). The change in behaviour for the students in the intervention classes appeared to be associated with their increased use of authentic questions, uptake questions and high-level questions, which appeared to foster higher levels of dialogic spells, supporting the development of higher levels of CA talk and writing. en
dc.description.uri http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1469-3518 en
dc.publisher Wiley en
dc.relation.ispartofseries British Educational Research Journal en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0141-1926/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The use of Quality Talk to increase critical analytical speaking and writing of students in three secondary schools en
dc.type Journal Article en
dc.identifier.doi 10.1002/berj.3210 en
pubs.issue 2 en
pubs.begin-page 342 en
pubs.volume 42 en
dc.rights.holder Copyright: Wiley en
pubs.author-url http://onlinelibrary.wiley.com/doi/10.1002/berj.3210/full en
pubs.end-page 365 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 498149 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
dc.identifier.eissn 1469-3518 en
pubs.record-created-at-source-date 2016-11-03 en


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