Relevant bibliographies by topics / Classroom dialogue

Academic literature on the topic 'Classroom dialogue'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Classroom dialogue"

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Andal, Aireen Grace. "Rethinking Dialogue Practices among Children: Philosophy for Children and Phenomenology as Approach towards Conflict Resolution in a Diverse Classroom." Journal of Dialogue Studies 8 (2020): 134–51. http://dx.doi.org/10.55207/vzna6175.

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This work takes off from the key concepts of Paul Weller’s thoughts on contemporary challenges to dialogue, which it adapts to the context of children’s dialogue in diverse classroom settings. The challenge in a diverse classroom is how to adapt a strategy to acknowledge the diversity of participants and reach a peaceful and productive dialogue. This article shows how Philosophy for Children (P4C) together with a phenomenological approach can be used as a tool for addressing the challenges Weller has mentioned to address the issue of children’s differences. Then, this article shows the potential of using a phenomenological approach and lived experience to establish a bridge between Philosophy for Children, critical reflection, and understanding differences in the classroom. This work argues that phenomenology as an approach is useful for P4C to have a dialogue aimed at understanding diversity, solidarity, and even pluralistic democratic engagement. Such discussions have implications for facilitating dialogue in linguistically diverse classrooms, intercultural and interethnic classrooms, and digital classrooms. Finally, this article identifies key areas for future research. This work seeks to speak and contribute to the literature on dialogic research by problematising children’s discursive positions as learners and participants of dialogue.
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Wells, Gordon, and Rebeca Mejia Arauz. "Dialogue in the Classroom." Journal of the Learning Sciences 15, no. 3 (July 2006): 379–428. http://dx.doi.org/10.1207/s15327809jls1503_3.

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Ruiz-Mesa, Kristina, and Karla Hunter. "Best Practices for Facilitating Difficult Dialogues in the Basic Communication Course." Journal of Communication Pedagogy 2 (2019): 134–41. http://dx.doi.org/10.31446/jcp.2019.23.

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Effective facilitation of classroom dialogue can stimulate open discussion and debate, challenge students to consider diverse perspectives, and promote critical student reflection and growth. Unfortunately, some instructors may be hesitant to approach controversial topics, for fear of losing face or risking chaos in the classroom. By learning and practicing established facilitation techniques, teachers can develop confidence and competence in harnessing the pedagogical power of difficult dialogue while maintaining classroom cohesion and community. This article provides 10 best practices for facilitating difficult classroom dialogues. These practices equip instructors with resources for building community, maintaining classroom immediacy, and grappling with disagreements without destroying relationships and classroom climate.
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Kang, Xiaojin, and Jing Han. "Improving Teaching Style with Dialogic Classroom Teaching Reform in a Chinese High School." World Journal of Education 9, no. 2 (March 27, 2019): 38. http://dx.doi.org/10.5430/wje.v9n2p38.

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Lively and effective classroom instruction is an important feature of quality schools. Recently, the lead author's schoolhas launched a reform of classroom teaching methods to implement a dialogic model. The dialogic model, taking cuesfrom constructivist learning theories and Manabu Sato, expects educators to promote multiple kinds of classroomdialogue, including teacher-student dialogue, student-text dialogue, student-student dialogue, and self-reflectivedialogue. The reform efforts of the school are all-encompassing and include changes to teacher training, classroomobservation and teaching evaluation, lesson planning, classroom activities, homework, and testing. This reform ismeant to improve teaching quality, enhance the classroom environment, and bring about better critical thinkingoutcomes in the students. The following text chronicles the details of this reform in a large senior high school in aChinese metropolis, and the first attempts by teachers at the school to implement new dialogic teaching techniques.The preliminary analysis finds evidence of positive effects on student engagement, confidence, and motivation usingdialogic teaching techniques.
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Kershner, Ruth. "Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?" International Journal of Educational Psychology 5, no. 2 (June 24, 2016): 112. http://dx.doi.org/10.17583/ijep.2016.2109.

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Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers’ other references to classroom practice, children’s rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.
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Soderlund, Michael D. "Classroom Memos: Creating Purposeful Dialogue." English Journal 82, no. 7 (November 1993): 55. http://dx.doi.org/10.2307/819795.

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Lee, James. "Socratic Dialogue Outside the Classroom." Teaching Philosophy 41, no. 1 (2018): 45–63. http://dx.doi.org/10.5840/teachphil201832383.

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Socratic dialogue is widely recognized as an effective teaching tool inside of the classroom. In this paper I will argue that Socratic dialogue is also a highly effective teaching tool outside of the classroom. I will argue that Socratic dialogue is highly effective outside of the classroom because it is a form of learning based assessment. I will also show how instructors can use technology like email to implement Socratic dialogue as a form of teaching and assessment, and thus offer a viable alternative to traditional assessments like exams and papers.
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Clarke, John. "Classroom dialogue and science achievement." Research in Science Education 18, no. 1 (December 1988): 83–94. http://dx.doi.org/10.1007/bf02356583.

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Friend, Hope, and Sharon Draznin. "Readers' Dialogue." Arithmetic Teacher 39, no. 4 (December 1991): 1–4. http://dx.doi.org/10.5951/at.39.4.0001.

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Ghazali, Arniza, and Alwani Ghazali. "STRETCHING LEARNING THROUGH MAPPING ACTIVITIES - THE TRANSFORMATIVE INFLUENCE OF DIALOGUE." International Journal of Education, Psychology and Counseling 5, no. 37 (December 1, 2020): 108–23. http://dx.doi.org/10.35631/ijepc.537009.

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A fidgety character and an extremely low self-confidence were glaring circumstances of two learners in a first-year classroom. Mapping activities were designed for interactivity, considering the low aptitude for the English language as the instructional medium. While the fidget transformed into a focused learner upon role-play as a dialogue star in the coordinated classroom talks, the most reserved, diffident learner turned into an expressive participant. The cognitive engagement of the classroom population was evident from the significantly expanded knowledge map constructed by the students. The exploratory nature of classroom oracy drove the outcome within the dialogic space designed to engender the transformation. Space for active participation was mainly enabled by simplifying the verbal expression by extensive use of keywords in mapping. While the approach ruled out the need for correct English usage for expression of ideas, the seed map drawn by the instructor prompted learners to leave their seats to write an idea on the whiteboard. The freewill had links to the oracy that allowed for rewording and change of stance which was the primary ingredient of dialogue embedded in the mapping activities. Grafting of students’ ideas into the existing scientific concept was an essential outcome of dialogue externalised on the constructed map, driven by the dialogic space encouraging listening and thinking along the path of higher logic. The dialogic space in mapping activities and the resultant vibrant classroom of cognitively engaged participants provide evidence for designable classroom activities to uplift the immediate learning impacts.
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Dissertations / Theses on the topic "Classroom dialogue"

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Reed, Julian. "Promoting collaborative dialogue in the immersion classroom." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262762.

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Moffitt, Gordon L. "Dialogue journals in the science classroom, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ62138.pdf.

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Hillman, Barbara E. "Dialogue journals in the science classroom, a case study." Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/746.

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Walker, Anthony William. "Language Diversity and Classroom Dialogue : Negotiation of Meaning by Students in an Internationalised Postgraduate Classroom." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/367748.

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One aspect of internationalisation of Australian higher education that has been problematic is the experiences of non-English speaking background (NESB) international students as participants in English-language medium classroom interactions. This study investigated ways nine NESB and nine English speaking background (ESB) postgraduate coursework students negotiated meanings in a tutorial-style classroom over one semester through collection and analysis of classroom data. Working within sociocultural conceptions of discourse, discursive practices, and learning as dialogic (Bakhtin, 1986; Linell, 1998), the initial analysis was conducted at clause level using the Systemic Functional Grammar (Halliday & Matthiessen, 2004; Martin, 1992) model. More specifically, the analysis focussed on the social function of language, negotiation of exchanges of meanings in and through dialogue realised in the semantics, lexicogrammar, and phonology of the system of interpersonal meaning. The semantic system of SPEECH FUNCTION was used to produce four data subsets based on discursive relationships in which students participated in exchanges of information and goods/services through (i) adoption of the speech roles of giving or demanding, or (ii) accepted the speech roles of receiving or giving on demand. Each data subset was then subjected to a more delicate analysis of students’ language choices at the clause level within the systems of interpersonal meanings. The data subsets were analysed also to identify primary/secondary knowers/actors in interactions (Martin, 1992) and the roles of participants as speakers and addressees in the co-construction and negotiation of the discursive text (Linell, 1998). Analysis revealed significant findings of variation in participation in classroom interaction in the context of diversity in language background. In the four discursive relationships, analysis at clause and text levels found significant variation in participation of students of NESB and ESB in construction of the discursive text in both quanta of participation as speakers and addressees and in the language choices of their contributions. Despite evidence of individual difference, it was concluded that what emerged from incongruence between the discursive resources and repertoires of NESB and ESB students was constitution of a discursive space for student participation, and the engendering of students’ identities, occupied primarily by the practices of ESB students. Although NESB students were successful in taking up offers of discursive space as direct addressees, student participation in negotiation of the co-construction of the discursive text was undertaken increasingly by students who independently adopted roles to establish discursively active identities in the emergent discourse community. Participation by NESB students was additionally constrained by language choices that relied heavily on polarity and made little use of the resources of modality to position speakers and their audience in relation to propositions under negotiation. In addition, discursive positioning by students as primary knowers, realised in adoption of the role of giving information more frequently than that of demanding, was an insight into the discursive relationships that operate in postgraduate classrooms and the nature of learning in and through negotiation of authoritative dialogical discourse. From a dialogic sociocultural perspective, the quantitatively and qualitatively distinct discursive contributions and experiences of students in the class have implications for opportunities for classroom learning at both the individual and class level. Findings are used to argue that silence is a legitimate discursive role in polyadic classroom dialogue and that the privileging of talk in learning that has ensued from constructivist theory ignores the complexities of the dialogic relations of listeners with the spoken word. It is suggested that the emergence of a dialogical authoritative discourse in and through negotiation of discursive texts in classrooms offers new ways of meaning to all participants, not only those who are discursively active in negotiation. These conclusions offer some insights for teachers working in internationalised classrooms, and classrooms in general. The findings underline also the value to approaches to learning of language for academic purposes and testing of language for university entry of conceptions of language as repertoires of discursive practices. A number of issues related to the study of spoken interaction in internationalised university classroom and to the discursive practices of NESB international students studying in Australian university classrooms are identified as worthy of further investigation.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Georgii, Glorianne. "Dialogue and participation : A study on communication in the classroom." Thesis, Halmstad University, School of Teacher Education (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-5664.

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School is a preparation for pupils’ active participation in society. According to the school curriculum (Lpf 94) every pupil should be able to influence, take responsibility and participate in the schools educational programme. In order to do this there has to be a good communication between the teachers and pupils in the classroom. (Maltén 1995:210)

The aim of this observational study was to describe and analyze communication between the teacher and pupils in the classroom. The study was conducted by observing five teachers and twenty two pupils in one class, in the classroom.

The results suggest that even though there was enough pupil participation in active learning, there was not enough pupil participation in the planning of the lessons.

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Maurer, A. Caroline. "Peer dialogue at literacy centers in one first-grade classroom." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211984125.

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Dobson, Warwick. "Truth in dialogue : a knowledge-centred approach to drama in education." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321344.

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Orr, Karen Collette. "Games-based learning environments in the classroom : attitudes, dialogue and thinking." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557887.

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This thesis addresses two key research questions surrounding games-based learning (GBL). In Part One, three attitude studies are reported. Using confirmatory factor analysis, Study 1 disconfirmed the factor structure of an existing scale (Bonanno & Kommers, 2008). Studies 2 and 3 developed new scales for measuring pupils' ('Pupil attitudes to GBL' scale i.e., PA2GBL) and teachers' attitudes towards GBL . ('Teacher attitudes to GBL' scale, i.e., TA2GBL) in general. Exploratory factor analysis across both studies revealed three similar sub-scales measuring: learning benefits of GBL, perceived self-efficacy, and boastfulness! confidence (pupils) and confidence with IT use (teachers). Factors affecting attitudes were examined. The key finding was the importance of gaming experience on GBL attitudes. Both GBL and spare time gaming experience were important factors for the pupils, but for teachers, GBL experience was more important. In all instances, those with more experience were more positive. In Part Two, three pairs of pupils were observed over three time points interacting with a game designed specifically for the Northern Ireland curriculum, focussed on the topic of Citizenship. A coding framework was created to code their behaviour and dialogue. Different patterns of how the pairs moved through the games were identified as 'systematic', 'tentative yet improving', and 'off-track with guided improvement'. The results demonstrated how greater experience with the games increased higher order dialogue and collaboration, but procedural dialogue did not always decrease. All pairs experienced some confusion with the game; therefore, the importance of teacher support is recognised. The implications from the thesis point to: (1) the importance of gaming! GBL experience for improving attitudes towards GBL and for encouraging collaboration and higher order thinking whilst using GBL; and (2) the importance of pedagogic considerations, namely, the vital scaffolding/guiding role of the teacher in a GBL classroom to ensure educational benefits are realised.
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Foster, Meghan E. "Blogging in the Writing Classroom: A move Toward Dialogue, Design, and Citizenship." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/754.

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A bridge connecting student's new multi-modal abilities and schooling can be built. Students choose between school and other activities outside of the classroom walls (and sometimes even inside the classroom) and schoolwork seems to be losing ground in the battle of spare time more and more. Students could benefit from an electronic space that incorporates their media know-how, their studies, and others in the classroom. Blogs, or weblogs, provide just that type of space by relying on the user's insightful writing and creativity to retain a dynamic position in the Internet blogging community. Blogs have the ability to better the writing classroom by providing an educational forum for dialogue, spatial creativity, and social awareness.
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Biln, Taigita Michaella. "The classroom and the polis : political action, dialogue and the project of pedagogy." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/23739.

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This study explores students’ experiences in a dialogue-based program and what these experiences reveal about the possibility of creating dialogic classroom spaces that engage the political and support the emergence of students as political actors. The case study was a semester-long, undergraduate program in a comprehensive university in western Canada. The theme for dialogue was “Indigeneity in Canada: Past, Present, and Future.” In a qualitative case study, I observed classroom interactions, wrote field notes and interviewed students and instructors over the course of thirteen weeks. Working hermeneutically, I interpreted the data by placing it in conversation with the political theory of Hannah Arendt. The students’ experiences revealed the dialogue-based classroom as a pseudo-public space repeatedly under threat from the larger social pressures of conformity, utilitarian thinking and emotional self-interest. The students’ experiences in the program tell a story marked by profound struggles for political voice, authentic relations, and a sense of equality. Confounding students struggle to appear in the dialogue was the potentially volatile psychological dimension of learning. The inherent unpredictability of the classroom as a public space cast the teacher, not as ring-leader or director, but as one who attempted to hold open the spaces so that the students could continually return, willing to take the risk that speech and action are in the public realm.
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Books on the topic "Classroom dialogue"

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Alexander, R. J. Towards dialogic teaching: Rethinking classroom talk. 3rd ed. Thirsk: Dialogos, 2006.

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Hull, Robert. The language gap: How classroom dialogue fails. London: Methuen, 1985.

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Desai, Ashmi, and Hoa N. Nguyen, eds. Global Perspectives on Dialogue in the Classroom. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89043-8.

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Cook, Allan R. Communicative interaction in the dialogic classroom: Identifying and accommodating impediment to dialogue. Ann Arbor, MI: UMI, 2002.

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Creative dialogue: Talk for thinking in the classroom. New York: Routledge, 2009.

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Jana, Staton, ed. Dialogue journal communication: Classroom, linguistic, social, and cognitive views. Norwood, N.J: Ablex Pub. Corp., 1988.

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Teaching and Learning Research Programme. and Economic and Social Research Council., eds. Consultation in the classroom: Developing dialogue about teaching and learning. Cambridge: Pearson, 2004.

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Shore, Sue. A teacher's questions in an adult literacy classroom: Possibilities for dialogue. [Adelaide?: Centre for Research in Adult Education for Human Development, University of South Australia, 1993.

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Children as philosophers: Learning through enquiry and dialogue in the primary classroom. London: Routledge/Falmer, 2002.

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Nystrand, Martin. Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press, 1997.

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Book chapters on the topic "Classroom dialogue"

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Warwick, Paul, and Victoria Cook. "Classroom dialogue." In The Routledge International Handbook of Research on Dialogic Education, 121–24. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429441677-11.

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Muller, Heidi L. "Where is dialogue in classroom discussion?" In Dialogue Studies, 177–94. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/ds.16.10mul.

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Hellermann, John, and Kathryn Harris. "Navigating the language-learning classroom without previous schooling." In Dialogue Studies, 49–77. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/ds.27.02hel.

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Young, Gale. "Dealing with difficult classroom dialogue." In Teaching gender and multicultural awareness: Resources for the psychology classroom., 347–60. Washington: American Psychological Association, 2003. http://dx.doi.org/10.1037/10570-025.

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Howe, Christine, Sara Hennessy, and Neil Mercer. "Classroom dialogue and student attainment." In The Routledge International Handbook of Research on Dialogic Education, 182–95. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429441677-16.

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Baraldi, Claudio. "Chapter 9. Facilitating children’s elicitation of interlaced narratives in classroom interactions." In Dialogue Studies, 317–50. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/ds.32.09bar.

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Showstack, Rachel Elizabeth. "Chapter 7. Co-construction of identity in the Spanish heritage language classroom." In Dialogue Studies, 101–14. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/ds.15.10ch7.

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Pava, Moses L. "Spirituality in (and out) of the Classroom." In Jewish Ethics as Dialogue, 91–105. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100794_5.

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Abu-Nimer, Mohammed. "Interfaith Dialogue: Managing Paradoxes." In Global Perspectives on Dialogue in the Classroom, 35–46. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89043-8_3.

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Serradó, Ana, Yuly Vanegas, and Joaquim Giménez Rodríguez. "Facilitating Deliberate Dialogue in Mathematics Classroom." In Advances in Mathematics Education, 289–303. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15410-7_19.

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Conference papers on the topic "Classroom dialogue"

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Larimore, Rachel, Aman Yadav, Kathryn Rich, and Niral Shah. "Computational thinking in elementary classrooms: Using classroom dialogue to measure equitable participation." In 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2021. http://dx.doi.org/10.1109/respect51740.2021.9620608.

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Gordon, Charity. "A Critical Analysis of Classroom Dialogue Along a Social Justice Spectrum." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430874.

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Kusmayati, Nurita Bayu, Yeti Mulyati, Vismaia Sabariah Damaianti, and Andoyo Sastromihardjo. "The Implementation of Critical Pedagogy: Building a dialogue in the classroom." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.61.

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Wizel, Maya. "BUILDING BRIDGES: BRINGING NONFORMAL PEDAGOGIES INTO THE CLASSROOM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end021.

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Education systems worldwide have long sought ways to engage and support learners to become self-directed and develop 21st-century skills. This became even more relevant—and crucial—with the COVID-19 pandemic restrictions. Solutions to help formal education systems establish innovative pedagogies and methods to organize learning can be found in places as unpredictable as nonformal education settings. In this study, I interviewed educators with backgrounds in nonformal education to better understand that system’s qualities and how they can be transferred into formal settings. Findings regarding practices include teachers prioritizing instructional choice (voluntarism); addressing social-emotional aspects through diverse teaching methods that emphasize students’ active learning and real-life experiences (classroom as a social group); and excelling in dialogue and teamwork to sustain solid interpersonal relationships with students and colleagues (relationships and dialogue). Educators working in nonformal settings often know they have a unique collection of difficult-to-articulate abilities. This research presents the voices of youth movement leaders in Israel, who nonformally have been doing what formal educators worldwide are trying to figure out; defines some of their skills; and explores how those skills can be applied in formal settings. This study has been published as a book in Hebrew in 2020. This paper embodies a few aspects of the study and will benefit formal education leaders and practitioners who seek to incorporate methods from nonformal pedagogies.
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Shih, Shu Chuan, Hao Yu Tsai, and Mei Ling Chen. "THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end077.

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The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students could construct correct equivalent fraction concepts through a series of interactive dialogues between students and the computer agent teacher step by step. In order to evaluate the effectiveness of this ITS, a quasi-experiment design was conducted. The pretest and post-test were parallel tests involving equivalent fraction. The participants of the study were 76 students in the fourth grade of two elementary schools chosen from midland of Taiwan. They were divided into the experimental group of 39 and the control group of 37. The experimental group used the "one-on-one dialogue-based mathematical intelligent tutoring system" for teaching. The control group used traditional classroom instruction by a human teacher. The learning content and time were controlled to be the same. Finally, the learning effectiveness and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the study showed that both teaching methods can significantly improve the students’ learning achievements of equivalent fraction, and the learning effectiveness of "one-on-one dialogue-based mathematical intelligent tutoring system" was significantly better than that of traditional classroom instruction. In the "one-on-one dialogue-based mathematical intelligent tutoring system" group, the learning improvement of students with different genders and different ability levels were also reaching a significant level. It indicated that this system benefited the learning achievements of students with different genders and different abilities. Furthermore, from the response data of the learning interest questionnaire, both teaching methods could significantly improve the learning interest of students. But there was no significant difference between the two teaching methods. By interviewing students, the probable causes included that low learning interest students of the experimental group also lack interest to familiar system operation, and some students think this ITS is not interesting enough because of lacking learning games.
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Boyle, J. "Experience with classroom feedback systems to enable socratic dialogue in large engineering classes." In IEE 2nd Annual Symposium on Engineering Education. IEE, 2002. http://dx.doi.org/10.1049/ic:20020097.

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Klass, Susi. "Noticing Productive Classroom Dialogue During a Teaching Practicum? Findings From a Digital Video Club." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577872.

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Beltrán-Martín, Inma. "Using Padlet for collaborative learning." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9188.

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Technology-based collaborative learning is attaining increasing relevance in higher education. Despite the considerable number of tools and online applications that support collaborative learning, their adoption in classroom courses is still in its early stages. This paper focuses on Padlet and presents some of the uses of this web application that support collaborative learning in classroom teaching. In particular, we summarize the process of collaborative learning through Padlet in the Master's Degree for Secondary Education, Vocational Training and Language Teaching. The uses of Padlet can be summarized in six: research resource gathering, class resources, class diary, FAQ, brainstorming, online dialogue.
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Shapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.

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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.
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Gambashidze, Nino. "Transactional Distance Theory and Compulsory Switching to Remote Teaching due to pandemic in Georgia." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p74-84.

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The study found that frequent communication with students, both synchronously and asynchronously, reduces the degree of student autonomy and forces them to engage in dialogue. This in itself is a guarantee of minimizing the transaction distance. One of the interesting strategies for this is to use informal language in written or oral feedback ("Gio, you wrote well, Kochagh!”,“Helen, why didn't you send me an assignment yesterday?”). Personal address to students is important in the asynchronous learning process. It is also important to understand that the student is somehow responsible for publishing his / her assignment in the classroom. Thus, the student becomes accustomed to dialogue with her classmates and feels accountable to them. It is advisable to contact the student's family frequently to find out if they have any problems accessing the Internet or if we can provide the student with a personal device. Sharing personal problems will also reduce the transaction distance and give the student the enthusiasm to engage in dialogue. Moderate use of humor and emotion, hope and encouragement, direct, sincere relationship, will somehow reduce the perception of physical distance, while minimizing the transactional distance.
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Reports on the topic "Classroom dialogue"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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