Searching for the impact of teaching quality and dialogic behaviour on student learning outcome / En busca del impacto de la calidad de la enseñanza y del comportamiento dialógico en los resultados del aprendizaje de los estudiantes.

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 9–12) 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. [ABSTRACT FROM AUTHOR]