{"id":70899,"date":"2025-10-27T18:17:10","date_gmt":"2025-10-27T16:17:10","guid":{"rendered":"https:\/\/www.uol.ac.cy\/?p=70899"},"modified":"2025-10-27T18:17:18","modified_gmt":"2025-10-27T16:17:18","slug":"searching-for-the-impact-of-teaching-quality-and-dialogic-behaviour-on-student-learning-outcomes","status":"publish","type":"post","link":"https:\/\/www.uol.ac.cy\/en\/searching-for-the-impact-of-teaching-quality-and-dialogic-behaviour-on-student-learning-outcomes\/","title":{"rendered":"Searching for the Impact of Teaching Quality and Dialogic Behaviour on Student Learning Outcomes. \u00a0"},"content":{"rendered":"\n<h4 class=\"wp-block-heading\">Abstract:<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">This paper argues for an integrated model of effective teaching which refers to teaching factors that emerge from two theoretical frameworks: the Dynamic Model of Educational Effectiveness and the Educational Dialogue Framework. Twenty-nine primary school teachers and their 489 students (aged 9\u201312) participated in the study. Student achievement using written tests in mathematics and the Greek language were collected both at the beginning and at the end of the school year. Classroom observation data on teaching behaviour were also collected. Multilevel regression analyses revealed that factors associated with both frameworks explain variation in student achievement in each subject. A model that considers factors from both frameworks explains more variance in student achievement in each subject than any other model. Implications for research, policy and practice are drawn.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"has-small-font-size wp-block-paragraph\"><strong>Vrikki, M<\/strong>., Kyriakides, L. &amp; Anastasou, M. (2025). Searching for the Impact of Teaching Quality and Dialogic Behaviour on Student Learning Outcomes. \u00a0<em>Journal for the Study of Education and Development,<\/em> <em>48<\/em>(1), 64-98.<\/p>\n<\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<div class=\"wp-block-uagb-buttons uagb-buttons__outer-wrap uagb-btn__default-btn uagb-btn-tablet__default-btn uagb-btn-mobile__default-btn uagb-block-00678dd0\"><div class=\"uagb-buttons__wrap uagb-buttons-layout-wrap \">\n<div class=\"wp-block-uagb-buttons-child uagb-buttons__outer-wrap uagb-block-1b17dad2 wp-block-button\"><div class=\"uagb-button__wrapper\"><a class=\"uagb-buttons-repeater wp-block-button__link\" aria-label=\"\" href=\"https:\/\/doi.org\/10.1177\/02103702241300059\" rel=\"nofollow noopener\" target=\"_blank\" role=\"button\"><div class=\"uagb-button__link\">learn more<\/div><span class=\"uagb-button__icon uagb-button__icon-position-after\"><svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 448 512\" aria-hidden=\"true\" focussable=\"false\"><path d=\"M438.6 278.6l-160 160C272.4 444.9 264.2 448 256 448s-16.38-3.125-22.62-9.375c-12.5-12.5-12.5-32.75 0-45.25L338.8 288H32C14.33 288 .0016 273.7 .0016 256S14.33 224 32 224h306.8l-105.4-105.4c-12.5-12.5-12.5-32.75 0-45.25s32.75-12.5 45.25 0l160 160C451.1 245.9 451.1 266.1 438.6 278.6z\"><\/path><\/svg><\/span><\/a><\/div><\/div>\n<\/div><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Abstract: This paper argues for an integrated model of effective teaching which refers to teaching factors that emerge from two theoretical frameworks: the Dynamic Model of Educational Effectiveness and the Educational Dialogue Framework. Twenty-nine primary school teachers and their 489 students (aged 9\u201312) participated in the study. Student achievement using written tests in mathematics and [&hellip;]<\/p>\n","protected":false},"author":17,"featured_media":69144,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[123],"tags":[],"publication_author":[207],"publication_year":[189],"class_list":["post-70899","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-latest-publications","publication_author-maria-vrikki","publication_year-189"],"acf":[],"uagb_featured_image_src":{"full":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/10_dr_maria_vrikki.jpg",1200,628,false],"thumbnail":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/10_dr_maria_vrikki-150x150.jpg",150,150,true],"medium":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/10_dr_maria_vrikki-300x157.jpg",300,157,true],"medium_large":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/10_dr_maria_vrikki-768x402.jpg",768,402,true],"large":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/10_dr_maria_vrikki-1024x536.jpg",1024,536,true],"1536x1536":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/10_dr_maria_vrikki.jpg",1200,628,false],"2048x2048":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/10_dr_maria_vrikki.jpg",1200,628,false],"trp-custom-language-flag":["https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/10_dr_maria_vrikki-18x9.jpg",18,9,true]},"uagb_author_info":{"display_name":"p.efstathiou@uol.ac.cy","author_link":"https:\/\/www.uol.ac.cy\/en\/author\/p-efstathiouuol-ac-cy\/"},"uagb_comment_info":0,"uagb_excerpt":"Abstract: This paper argues for an integrated model of effective teaching which refers to teaching factors that emerge from two theoretical frameworks: the Dynamic Model of Educational Effectiveness and the Educational Dialogue Framework. Twenty-nine primary school teachers and their 489 students (aged 9\u201312) participated in the study. Student achievement using written tests in mathematics and&hellip;","jetpack_shortlink":"https:\/\/wp.me\/peAODB-irx","publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"jetpack_featured_media_url":"https:\/\/www.uol.ac.cy\/wp-content\/uploads\/2025\/10\/10_dr_maria_vrikki.jpg","_links":{"self":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/posts\/70899","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/comments?post=70899"}],"version-history":[{"count":0,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/posts\/70899\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/media\/69144"}],"wp:attachment":[{"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/media?parent=70899"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/categories?post=70899"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/tags?post=70899"},{"taxonomy":"publication_author","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/publication_author?post=70899"},{"taxonomy":"publication_year","embeddable":true,"href":"https:\/\/www.uol.ac.cy\/en\/wp-json\/wp\/v2\/publication_year?post=70899"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}