Measuring Classroom Dialogue From Student Perspectives: Validating the Dialogic Teaching Questionnaire

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Validity (Table 1)

Abstract

Studies on classroom dialogue mainly focus on the perspective of external observers or teachers. Instruments capturing student perceptions of dialogic teaching are missing. In this study, we validated the new Dialogic Teaching Questionnaire (DTQ), assessing student ratings of classroom dialogue. In total, 2,776 secondary students participated in the study. A cross-validation approach was applied, and exploratory and confirmatory factor analyses were conducted. The resulting three-dimensional structure of the DTQ (Openness, Students’ Contributions, and Dialogic Participation) showed a good model fit, whereas a bifactor model showed the best fit with the data. Measurement and structural invariance could be established, and gender differences resulted. We present the DTQ as an easy-to-implement tool supporting teachers in assessing their dialogic practices in the classroom.

Authors

• Alexander Groeschner, Friedrich-Schiller-Universität Jena
  Presenting Author

• Mathias Dehne, Friedrich-Schiller-Universität Jena
  Presenting Author

• Elisa Calcagni, Friedrich-Schiller-Universität Jena
  Non-Presenting Author

• Sara Hennessy, University of Cambridge
  Non-Presenting Author

• Ruth Kershner, University of Cambridge
  Non-Presenting Author