Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms

The aim of this study was to validate an instrument which enables the evaluation of talk which maximizes student performance during different segments of interaction-interactivity throughout a complete learning sequence. Based on works developed by the Learning and Research Development Center of the...

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Autores principales:	Rosa M. Pons, Vicente Reyes
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	dialogic learning exploratory factor analysis accountable talk higher education cooperative learning Education (General) L7-991
Acceso en línea:	https://doaj.org/article/8b6aff079ece4207933669e8fff755a7
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spelling	oai:doaj.org-article:8b6aff079ece4207933669e8fff755a72021-11-12T06:41:25ZExploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms2504-284X10.3389/feduc.2021.702013https://doaj.org/article/8b6aff079ece4207933669e8fff755a72021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.702013/fullhttps://doaj.org/toc/2504-284XThe aim of this study was to validate an instrument which enables the evaluation of talk which maximizes student performance during different segments of interaction-interactivity throughout a complete learning sequence. Based on works developed by the Learning and Research Development Center of the University of Pittsburgh, a scale was developed that gathered the most relevant behaviors of each proposed dimension by researchers from this university center. The scale was used to develop a core subject for a final year Bachelor of Arts degree in Primary Education at a university in Spain and was applied to the 65 students (M = 19, F = 46) taking the subject. The data analysis used an exploratory factor analysis (EFA) that yielded a reliability of α = 0.922. EFA revealed a final interpretable three-factor structure, and the factorial solution comprised 87.86% of total variance. Results show that the talk that students use has three purposes: to constitute an effective group for learning, to build knowledge and to verify its acquisition. The results are discussed in terms of input from the Center for Research in Education and Educational Technologies at the Open University and the Learning Research and Development Center of the University of Pittsburgh.Rosa M. PonsVicente ReyesFrontiers Media S.A.articledialogic learningexploratory factor analysisaccountable talkhigher educationcooperative learningEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	dialogic learning exploratory factor analysis accountable talk higher education cooperative learning Education (General) L7-991
spellingShingle	dialogic learning exploratory factor analysis accountable talk higher education cooperative learning Education (General) L7-991 Rosa M. Pons Vicente Reyes Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms
description	The aim of this study was to validate an instrument which enables the evaluation of talk which maximizes student performance during different segments of interaction-interactivity throughout a complete learning sequence. Based on works developed by the Learning and Research Development Center of the University of Pittsburgh, a scale was developed that gathered the most relevant behaviors of each proposed dimension by researchers from this university center. The scale was used to develop a core subject for a final year Bachelor of Arts degree in Primary Education at a university in Spain and was applied to the 65 students (M = 19, F = 46) taking the subject. The data analysis used an exploratory factor analysis (EFA) that yielded a reliability of α = 0.922. EFA revealed a final interpretable three-factor structure, and the factorial solution comprised 87.86% of total variance. Results show that the talk that students use has three purposes: to constitute an effective group for learning, to build knowledge and to verify its acquisition. The results are discussed in terms of input from the Center for Research in Education and Educational Technologies at the Open University and the Learning Research and Development Center of the University of Pittsburgh.
format	article
author	Rosa M. Pons Vicente Reyes
author_facet	Rosa M. Pons Vicente Reyes
author_sort	Rosa M. Pons
title	Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms
title_short	Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms
title_full	Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms
title_fullStr	Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms
title_full_unstemmed	Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms
title_sort	exploring reliability and factorial validity of responsible talk and its impact on cooperative classrooms
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/8b6aff079ece4207933669e8fff755a7
work_keys_str_mv	AT rosampons exploringreliabilityandfactorialvalidityofresponsibletalkanditsimpactoncooperativeclassrooms AT vicentereyes exploringreliabilityandfactorialvalidityofresponsibletalkanditsimpactoncooperativeclassrooms
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Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms

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