Journal articles: '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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Doecke, B., P. Gill, B. Illesca, and P. H. Van de Ven. "The literature classroom: Spaces for dialogue." L1 Educational Studies in Language and Literature 09, Running Issue, no. 1, Special Issue (April 2009): 5–33. http://dx.doi.org/10.17239/l1esll-2009.09.01.03.

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Clarke, John A., and Brian W. Carss. "A procedure for analysing classroom dialogue." International Journal of Educational Research 12, no. 4 (January 1988): 427–42. http://dx.doi.org/10.1016/0883-0355(88)90035-3.

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Gregory, Maughn Rollins. "A Framework for Facilitating Classroom Dialogue." Teaching Philosophy 30, no. 1 (2007): 59–84. http://dx.doi.org/10.5840/teachphil200730141.

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Jenkins, Craig W. "Classroom Talk and Computational Thinking." International Journal of Computer Science Education in Schools 1, no. 4 (October 31, 2017): 3–13. http://dx.doi.org/10.21585/ijcses.v1i4.15.

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This paper is part of a wider action research project taking place at a secondary school in South Wales, UK.Â The overarching aim of the project is to examine the potential for aspects of literacy and computational thinking to be developed using extensible â€˜build your own blockâ€™ programming activities.Â This paper examines classroom talk at an extracurricular programming club and focuses in particular on dialogue relating to computational thinking.Â Learners spent a number of weeks carrying out an activity designed using the Snap programming tool.Â The activity was themed around language and the task was to devise a collection of fixed-form poetry.The findings are in two parts.Â First is a dialogue analysis using the SEDA coding scheme.Â This analysis revealed a number of learner interactions showing evidence of reasoning.Â Second, examples of talk sequences are provided in order to examine how the reasoning identified in the interactions relate to what we may recognise as computational thinking.Â The paper concludes by considering how dialogic approaches in the classroom potentially have an important role to play in the process of teaching young people to think computationally.

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Jastrzębowska, Kalina. "The power of dialogue and discovery." Problemy Wczesnej Edukacji 42, no. 3 (September 30, 2018): 113–22. http://dx.doi.org/10.26881/pwe.2018.42.12.

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Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.

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Osiadla, Tetiana. "FORMATION MODEL OF PERSIAN SPEAKING COMPETENCE IN INTERPRETERS’ DIALOGUES IN THE SPHERE OF SAFEGUARDING OF STATE SECURITY." Scientific Journal of Polonia University 53, no. 4 (November 15, 2022): 90–100. http://dx.doi.org/10.23856/5311.

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The article defines the purpose creation of a linguistic didactic model, which consists in outlining the logical sequence of educational actions of the teacher and cadets, which correspond to the developed system of exercises. Six content modules for performing preparatory exercises are outlined, independent preparation for dialogic speech using the Case study method, actual practice in dialogic speech using the role-play method; each cycle is dedicated to teaching one type of dialogue – questioning, agreement, discussion, which forms Persian speaking competence and dialogical speech of future interpreters in the field of ensuring state security. The goals of training and the professional sphere of communication of such specialists are determined, where the following functional types of dialogues are mainly used: dialoguequestioning, dialogue-arrangement, dialogue-discussion. The content of modules is described: International partnership and state policy of Ukraine in the sphere of safeguarding of state security, Ensuring the protection of human rights and freedoms, interests of society and the state, Intelligence and information protection, Combating terrorism, Protection of national statehood and national interests, Pre-trial investigations. The work of the cadets is planned, divided into classroom and independent work. Two variants of the training model are proposed, which differ in the preliminary cooperation of cadets in preparation for dialogic speech.

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Yu, Chia ping. "The collective dialogue in the virtual classroom." International Journal of Management in Education 1, no. 1/2 (2007): 176. http://dx.doi.org/10.1504/ijmie.2007.014386.

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Favaro, Basil, and Robert Hull. "The Language Gap: How Classroom Dialogue Fails." Canadian Journal of Education / Revue canadienne de l'éducation 13, no. 3 (1988): 449. http://dx.doi.org/10.2307/1494925.

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Mercer, Neil, Sara Hennessy, and Paul Warwick. "Using interactive whiteboards to orchestrate classroom dialogue." Technology, Pedagogy and Education 19, no. 2 (July 2010): 195–209. http://dx.doi.org/10.1080/1475939x.2010.491230.

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Hennessy, Sara, Christine Howe, Neil Mercer, and Maria Vrikki. "Coding classroom dialogue: Methodological considerations for researchers." Learning, Culture and Social Interaction 25 (June 2020): 100404. http://dx.doi.org/10.1016/j.lcsi.2020.100404.

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Zyazyun, Laryssa, and Anna Razboinikova. "TEACHING ENGLISH DIALOGUE TO 10TH-GRADE SCHOOLERS: VISUAL ART ACTIVITIES IN THE CLASSROOM." АRS LINGUODIDACTICAE, no. 10 (2) (2022): 32–45. http://dx.doi.org/10.17721/2663-0303.2022.2.03.

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Background. The article investigates the educational potential of visual arts for teaching English dialogue to high school students. The analysis of literature indicates the importance of using visual arts in teaching dialogue to secondary school students as it enables increasing the motivation of students to communicate, creates favourable conditions for creativity, and also reduces anxiety in the classroom. Purpose. Numerous studies have examined the educational potential of visual arts for teaching foreign languages, but no research has been found which give insight into the impact of visual arts on teaching spoken dialogue to high schoolers. Therefore, the goal of this paper is to study the effectiveness of using painting in an English classroom for enhancing dialogic communication. Methodology. The methodology of the research rests on the experimental instruction of the 10th-graders (n=42) which was carried out in three stages. In the first stage, the survey was conducted in order to identify the difficulties that students face while doing tasks on the development of English dialogic speech. The second stage of the experimental research was the instruction in English targeted at the development of dialogic speaking skills in students using works of art. In the third stage of the experiment, the results were analyzed and the conclusions of the research were formulated. Results and discussion. The analysis of the surveyed difficulties faced by the students in the process of instruction indicates that 59.5% of the respondents feel anxiety because of fear to make a mistake, 42.9% of the students have difficulties because of limited vocabulary, 35.7% of the schoolers are passive in class for fear of receiving a poor mark, and 35.7% of the respondents feel shy to speak up. The survey made after the experimental instruction showed that 99% of students exercised positive emotions in the classroom; 88% of the students found it interesting to communicate with each other while discussing fine arts and 70% of the respondents did not feel anxious when it was necessary to participate in the dialogue. The obtained data confirm the effectiveness of using visual arts for teaching spoken dialogue to secondary school students.

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Palmgren-Neuvonen, Laura, Karen Littleton, and Noora Hirvonen. "Dialogic spaces in divergent and convergent collaborative learning tasks." Information and Learning Sciences 12, no. 5/6 (May 24, 2021): 409–31. http://dx.doi.org/10.1108/ils-02-2020-0043.

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Purpose The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas in dialogue and has come to represent an ideal form of educational interaction, in the contexts of collaborative learning, joint creative work and shared knowledge-building. Design/methodology/approach A socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution of dialogic space. The data are derived from two qualitative studies, one examining dialogue to co-create fictive video stories in primary-school classrooms (divergent task), the other investigating collaborative knowledge building in secondary-school health education (convergent task). Findings Dialogic spaces were opened through group settings and by the students’ selection of topics. In the divergent task, the broadening of dialogic space derived from the heterogeneous group settings, whereas in the convergent task, from the multiple and various information sources involved. As regards the deepening of dialogic space, explicit reflective talk remained scarce; instead the norms deriving from the school-context tasks and requirements guided the group dialogue. Originality/value This study lays the groundwork for subsequent research regarding the orchestration of dialogic space in divergent and convergent tasks by offering a typology to operationalise dialogic space for further, more systematic, comparisons and aiding the understandings of the processes implicated in intercreating and interthinking. This in turn is of significance for the development of dialogic pedagogies.

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Rapanta, Chrysi. "Argumentation As Critically Oriented Pedagogical Dialogue." Informal Logic 39, no. 1 (March 15, 2019): 1–31. http://dx.doi.org/10.22329/il.v39i1.5116.

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Argumentation in educational contexts has been proposed as a dialogic practice that stimulates and promotes students’ critical thinking. However, the way critical thinking relates to argumentation is still not clear in the literature. This essay proposes the exploration of the concept of criticality, as manifested in students’ and teachers’ contributions within argumentative interactions, as the basis for the redefinition of “pedagogical dialogue” as a dialogue oriented towards critical argumentation. The main characteristics of this type of dialogue are described, shedding light on the connection between argumentation and critical thinking. These characteristics are illustrated through examples drawn from classroom interactions.

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Helmie, Jauhar. "Implementation of Dialogue Journal in Teaching Writing Descriptive Text." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 24, 2019): 90–104. http://dx.doi.org/10.15642/ijet2.2019.8.1.90-104.

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Dialogue Journals Writing (DJW) or Written Dialogue Journals are written dialogues or conversations between students and teacher kept in a personal journal book over period of time on a particular topic preferred by both the students and the teacher (Peyton and Reed, 1990; cited from Collin (2003). This study explored the implementation of dialogue journal as media in teaching writing descriptive text. The subjects of this study were students at Eleventh Grade of vocational high school. This study is qualitative case study which conducted in three meetings. The data were obtained from classroom observations, documentations from the learners and questionnaire. The result of document analysis showed that the students’ writing was poor. It can be seen from the students’ writing performance which was analyzed based on the writing indicator by Brown and Abeywiakram (2010). However, from the students’ dialogue showed that the students could understand the content of their friends’ writing. Also from the students’ dialogue, they could express their feelings toward their friends’ writing. While the result of classroom observation showed that the implementing of DJW brought new atmosphere for the students during learning activity. They could enjoy the learning while writing descriptive text through DJW. Meanwhile the result of questionnaire showed that students gave positive response toward implementing DJW. As the suggestions, the use of Dialogue Journal can be solution for the students who lack of practice writing. Moreover, it can build their writing habit. Thus, the teacher can use Dialogue Journal in learning activity.

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Dalmage, Heather M., and Samantha A. Martinez. "Location, Location, Location: Liberatory Pedagogy in a University Classroom." Sociology of Race and Ethnicity 6, no. 1 (November 12, 2019): 123–29. http://dx.doi.org/10.1177/2332649219883290.

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In this article, we explore the practice, promise, and contradictions of introducing liberatory practice into a higher education classroom. Freire introduced liberatory education in response to the hierarchical transfer of knowledge, “banking” concept of education that has dominated educational institutions. The banking approach to education demands that students memorize and repeat top-down “official” knowledge in order to achieve success. Liberatory pedagogy holds great hope, but developing a space for liberatory dialogue within the university classroom remains messy and rife with contradictions. Professors interested in liberatory pedagogy must make explicit the contradictions and challenge the multiple ways schools shape students, politically and culturally. We reflect on three different points in the semester as moments of explicit focus on the contradictions of creating liberatory spaces and dialogue within higher education. Location matters in every moment: our social locations shape our experiences, and the location of the classroom within higher education and the shifting locations in the liberatory process include managing the contradictions and possibilities of human liberation. We offer educators wishing to develop liberatory practices some ways of reflecting on and shaping a liberatory space within higher education classrooms through the lens of a professor and student engaged in the process of liberatory dialogue.

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Lehner, Edward, and Tonya Johnson. "Toward Distributive Classroom Management: Cogenerative Dialogue and Cooperative Inquiry." Voices of Reform 5, no. 1 (December 28, 2022): 59–88. http://dx.doi.org/10.32623/5.00005.

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The strict classroom control philosophy often adopted within public schools can have counterproductive effects on students, especially African Diaspora and Latinx students. Public schools should ideally provide quality instruction for all students. Unfortunately, teacher-centered practices reinforce stereotypes that African Diaspora and Latinx students are unruly and need institutionally imposed discipline and management, thereby undermining the mission of equitable educational achievement. Students, especially diverse urban students, would benefit from a shift in classroom management from strict control and discipline to student-centered inclusion and cooperative inquiry. We recommend distributive classroom management and examine the practice in the context of its enactment by stakeholders in one social studies classroom in the East New York Alternative Learning Center. Under this model, students demonstrated distributed classroom management actions that fostered improved classroom behaviors and expressions of group solidarity. Students maintained a fertile learning environment by proposing a distributive management practice during the research period. Additionally, students enacted the same approach in the classroom. The study’s findings suggest that teachers and students can integrate standard classroom management rules with transformative stakeholder-directed practices to benefit all participants.

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Liubashenko, Olesia. "TEACHING AND LEARNING UKRAINIAN SPOKEN DIALOGUE IN A SECONDARY SCHOOL CLASSROOM: A BOOK REVIEW." АRS LINGUODIDACTICAE, no. 8 (2021): 58–67. http://dx.doi.org/10.17721/2663-0303.2021.8.07.

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The article is a review of the textbook «O. Liubashenko & O. Popova (2021). Discussion as a teaching and learning method. Development of Ukrainian spoken dialogue in secondary school students. Kolo». A resource for teachers, students and Ukrainian language enthusiasts, this book is intended to familiarize readers with Discussion as a method for teaching and learning spoken dialogue in a secondary education setting. The authors revisit the concept of classroom talk in a Ukrainian lesson and offer dialogic interaction as the main type of educational activity in obtaining conversational skills in Ukrainian. The book discusses typical challenges faced by most secondary school teachers of Ukrainian by inviting readers to an engaging professional dialogue on the issue that has not received much attention in literature. The textbook is beneficial for teachers of Ukrainian and Philology majors who avoid stereotypes in mastering school curriculum.

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Schmoelz, Alexander. "On Co-Creativity in Playful Classroom Activities." Creativity. Theories – Research - Applications 4, no. 1 (June 27, 2017): 25–64. http://dx.doi.org/10.1515/ctra-2017-0002.

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Abstract Recent research points to the essential role of creativity in coping with and acting in a changing world. It has been shown that individual, collaborative and communal efforts are a core capacity for acting in and coping with ever changing circumstances, such that a novel emphasis on cocreativity has arisen. Yet there is very little research on how to provide occasions for co-creativity in classrooms and so the research problem focuses on enabling co-creativity. Therefore, a playful pedagogical design was created and facilitated in classroom. The qualitative data collection methods involved narrative-Socratic dialogues with teachers and students, field notes, and gameplay videography. The Narrative-Structural Method was used to analyze the research material. The main results show that playful classroom activities provide an occasion for co-creative reframing's, engaging in dialogue, expressing emotions, and co-creating a shared story that is rich in co-determined actions. In conclusion, the pedagogical implications of the results are that classroom activities for co-creativity may facilitate mixed playful pedagogies and empty content spaces, so that children and young people can playfully identify, explore and negotiate shared topics that are novel and meaningful to themselves and others.

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Brooks, Margaret. "Drawing as a Unique Mental Development Tool for Young Children: Interpersonal and Intrapersonal Dialogues." Contemporary Issues in Early Childhood 6, no. 1 (March 2005): 80–91. http://dx.doi.org/10.2304/ciec.2005.6.1.11.

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Using examples from children drawing in a year one classroom, this article examines firstly, how drawing operates as a unique mental tool, and secondly, the role of drawing in the construction and development of knowledge. Young children utilize prior knowledge and experience to negotiate and construct meaning through their interactions with people and artifacts in the learning community. Using a Vygotskian, social constructionist framework, a detailed analysis of interpersonal drawing dialogues is extended to include children's intrapersonal dialogic engagement with their drawing. When these children were encouraged to revisit, revise and dialogue through and with their drawing, they were able to explore and represent increasingly complex ideas.

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권혜진. "Understanding and means of children on classroom dialogue." Korean Journal of Early Childhood Education 33, no. 4 (August 2013): 49–69. http://dx.doi.org/10.18023/kjece.2013.33.4.003.

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Min, Jae-Won. "Adolescent Poetry and Inter-dialogue in Literature Classroom." Korean Literature Education Research 63 (June 30, 2019): 203–39. http://dx.doi.org/10.37192/kler.63.6.

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Hahn, Heidi Ann. "Using Electronic Dialogue to Augment Traditional Classroom Instruction." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 8 (October 1996): 454–58. http://dx.doi.org/10.1177/154193129604000806.

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This paper demonstrates how an electronic dialogue with a panel of human factors experts was used effectively as an augmentation to traditional classroom instruction. Nine students spent a one and one-half hour class session using a variety of commercial electronic mail software packages available on their own desk-tops (not in a university computer lab) to engage in discussion with remotely distributed instructors on topics generated by the students themselves. Ninety eight messages were exchanged, with about 60% having technical content. Interaction content and style were analyzed, and a survey was distributed to participants to evaluate the session. Process observations by this author augmented these data. Strengths and weaknesses of using technology not specifically designed for this function are discussed.

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Yazan, Bedrettin. "Creative dialogue: talk for thinking in the classroom." European Journal of Teacher Education 34, no. 2 (May 2011): 251–54. http://dx.doi.org/10.1080/02619768.2010.546836.

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Major, L., P. Warwick, I. Rasmussen, S. Ludvigsen, and V. Cook. "Classroom dialogue and digital technologies: A scoping review." Education and Information Technologies 23, no. 5 (March 20, 2018): 1995–2028. http://dx.doi.org/10.1007/s10639-018-9701-y.

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Abstract This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

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Laverty, Megan, and Maughn Gregory. "Evaluating classroom dialogue Reconciling internal and external accountability." Theory and Research in Education 5, no. 3 (November 2007): 281–308. http://dx.doi.org/10.1177/14778785070050030501.

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In this article we present an instrument to be used by students and professors to evaluate classroom dialogue. We begin with an explanation of the classroom community of inquiry and why we value it as a pedagogical approach. We then describe our different reasons for evaluating classroom dialogue — including institutional, professional and pedagogical accountability — and describe the inherent conflicts among these reasons. We explain how our evaluation instrument was designed to ameliorate these conflicts. We recount a number of theoretical and practical problems we encountered in designing and implementing the instrument and explain how we attempted to overcome these problems. We conclude the article by describing the advantages and disadvantages of our instrument in light of our analysis of data gathered from its first implementation.

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Laverty, Megan, and Maughn Gregory. "Evaluating classroom dialogue Reconciling internal and external accountability." Theory and Research in Education 5, no. 3 (November 2007): 281–308. http://dx.doi.org/10.1177/1477878507081792.

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In this article we present an instrument to be used by students and professors to evaluate classroom dialogue. We begin with an explanation of the classroom community of inquiry and why we value it as a pedagogical approach. We then describe our different reasons for evaluating classroom dialogue — including institutional, professional and pedagogical accountability — and describe the inherent conflicts among these reasons. We explain how our evaluation instrument was designed to ameliorate these conflicts. We recount a number of theoretical and practical problems we encountered in designing and implementing the instrument and explain how we attempted to overcome these problems. We conclude the article by describing the advantages and disadvantages of our instrument in light of our analysis of data gathered from its first implementation.

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Beck, Sarah W., and Karis Jones. "Fostering agency through dialogue in classroom writing assessment." Teaching and Teacher Education 124 (April 2023): 104012. http://dx.doi.org/10.1016/j.tate.2022.104012.

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Alles, Martina, Tina Seidel, and Alexander Gröschner. "Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices." International Education Studies 11, no. 1 (December 22, 2017): 11. http://dx.doi.org/10.5539/ies.v11n1p11.

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Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared it to the classroom practice of teachers in a traditional control group. We conducted video analysis (N = 20 lessons) of teaching practices at the beginning (pre-test) and at the end of the school year (post-test). Furthermore, we performed video analysis of intervention group teacher discussions during DVC meetings (N = 6 meetings). Comparative analysis between groups revealed changes in teaching practices towards better goal clarity for DVC teachers in comparison to the traditional control group. In-depth analysis of teacher discussions during DVC meetings showed that teachers continuously focused on goal clarity as the content of teacher professional development (TPD). They shared learning experiences and were actively involved in TPD learning activities. The study illustrates how components of effective TPD programs (content focus, social and active learning) translated into redefining and changing the teaching practice.

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Provençal, Johanne. "Skeletons in the Classroom Closet: Presence/absence in the “democratic” public sphere of the academy." Articles 43, no. 2 (December 19, 2008): 173–86. http://dx.doi.org/10.7202/019581ar.

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Abstract The author brings together Paulo Freire and Jürgen Habermas to ask whether dialogue is possible in the classroom or whether, in a culture of rational debate, the classroom becomes more oppressive than democratic? In a voice and style that attempts to invite the skeletons out of the classroom closet, the author asks scholarly readers to lend an ear, to give audience to the tensions in the classroom and the academy. She argues that the classroom and academy are at risk of being more oppressive than democratic, and calls for what Freire describes as “witness” and trust in academic conferences, policy boardrooms, school staff rooms, and classrooms. Finally, the author extends the metaphor to scholarly publishing, and asks also about the skeletons in the closets of many scholarly journals.

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Schwab, Emily Rose. "Writing Together: Reclaiming Dialogue Journals as a Mutually Humanizing Teaching Practice." Literacy Research: Theory, Method, and Practice 68, no. 1 (August 20, 2019): 108–29. http://dx.doi.org/10.1177/2381336919869025.

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This article builds on the work of adult literacy scholars to explore how dialogue journals might be used to enact a mutually humanizing pedagogy within adult English for Speakers of Other Languages (ESOL) classrooms. The researcher extends the discussion of using dialogue journals to consider not only how they can be used to meet the ends of specific class and language learning goals but can be utilized by teachers and researchers as a humanizing practice in a context historically and contemporarily dominated by the dehumanizing of adult immigrants through popular and political discourse. Through a review of literature and data from a practitioner inquiry study, the researcher revisits research on dialogue journaling and offers a reclaiming of dialogue journals as a mutually humanizing practice, using the discussion to interrogate what humanizing practices look like in a contemporary adult ESOL classroom.

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Major, Angela E., and Michelle Cottle. "Learning and teaching through talk: music composing in the classroom with children aged six to seven years." British Journal of Music Education 27, no. 3 (September 22, 2010): 289–304. http://dx.doi.org/10.1017/s0265051710000240.

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We know that pupil talk is an integral part of the learning process. Previous research has not viewed affective engagement in a music composing task as a vehicle for developing higher order discourse skills. The aim of this study is to evaluate the significance of teacher questioning in encouraging quality dialogue with children during music composing. This paper reports on an empirical study investigating dialogue with young children during an imaginative music composing task. Pairs of children aged 6 and 7 years were audio recorded as they talked to each other and the researcher about the task. The dialogues between the researcher and the pupils highlight the importance of teacher questioning in encouraging young children to engage in evaluative talk and problem solving, through discussion and musical experimentation. Significantly, the findings suggest that young children are able to reflect on the learning process through meta-cognitive thinking. The findings highlight the significance of the role of the teacher in scaffolding and encouraging children's thinking and learning through dialogue, and the importance of talk and evaluation as a part of reflective music composing activities.

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Thompson, Jessica, Sara Hagenah, Hosun Kang, David Stroupe, Melissa Braaten, Carolyn Colley, and Mark Windschitl. "Rigor and Responsiveness in Classroom Activity." Teachers College Record: The Voice of Scholarship in Education 118, no. 5 (May 2016): 1–58. http://dx.doi.org/10.1177/016146811611800506.

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Background/Context There are few examples from classrooms or the literature that provide a clear vision of teaching that simultaneously promotes rigorous disciplinary activity and is responsive to all students. Maintaining rigorous and equitable classroom discourse is a worthy goal, yet there is no clear consensus of how this actually works in a classroom. Focus of Study What does highly rigorous and responsive talk sound like and how is this dialogue embedded in the social practices and activities of classrooms? Our aim was to examine student and teacher interactions in classroom episodes (warm-ups, small-group conversations, whole-group conversation, etc.) and contribute to a growing body of research that specifies equity in classroom practice. Research Design This mixed-method study examines differences in discourse within and across classroom episodes (warm-ups, small-group conversations, whole-group conversation, etc.) that elevated, or failed to elevate, students’ explanatory rigor in equitable ways. Data include 222 secondary science lessons (1,174 episodes) from 37 novice teachers. Lessons were videotaped and analyzed for the depth of students’ explanatory talk and the quality of responsive dialogue. Findings The findings support three statistical claims. First, high levels of rigor cannot be attained in classrooms where teachers are unresponsive to students’ ideas or puzzlements. Second, the architecture of a lesson matters. Teachers and students engaging in highly rigorous and responsive lessons turned potentially trivial episodes (such as warm-ups) of science activity into robust learning experiences, connected to other episodes in the same lesson. Third, episodes featuring one or more forms of responsive talk elevated rigor. There were three forms of responsive talk observed in classrooms: building on students’ science ideas, attending to students’ participation in the learning community, and folding in students’ lived experiences. Small but strategic moves within these forms were consequential for supporting rigor. Conclusions/Recommendations This paper challenges the notion that rigor and responsiveness are attributes of curricula or individual teachers. Rigorous curriculum is necessary but not sufficient for ambitious and equitable science learning experiences; the interactions within the classroom are essential for sustaining the highest quality of scientific practice and sense-making. The data supported the development of a framework that articulates incremental differences in supporting students’ explanatory rigor and three dimensions of responsiveness. We describe implications for using this framework in the design of teacher programs and professional development models.

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Woleck, Kristine Reed. "Tricky Triangles: A Tale of One, Two, Three Researchers." Teaching Children Mathematics 10, no. 1 (September 2003): 40–44. http://dx.doi.org/10.5951/tcm.10.1.0040.

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The manner in which research can inform classroom practice, the manner in which classroom practice can contribute to research in the field, and the valuable dialogue that can occur between classroom teacher and university researcher.

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Racionero Plaza, Sandra. "Egalitarian dialogue and instrumental dimension. Two princi- ples of dialogic learning in the classroom." Psychology, Society, & Education 2, no. 1 (April 21, 2017): 71. http://dx.doi.org/10.25115/psye.v2i1.436.

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Abstract: Dialogic conceptualizations of learning have rapidly arisen in the last two decades. Building upon Vygotsky’s socio-cultural psychology, these theories emphasize that people make meaning in interaction with others, where language is the main mediational tool. One of those accounts is the theory of “dialogic learning” (Flecha, 2000). This article explores two of the principles of dialogic learning: egalitarian dialogue and instrumental dimension, through the meanings that a group of elementary school children gave to learning in interactive groups, a practice of dialogic learning in the classroom. The data revealed the meanings that students gave to those two principles of dialogic learning and how each of those principles gets manifested in interactive groups. Regarding egalitarian dialogue, children perceived that participants in interactive groups hold validity claims, engage in communicative action, and care about the effects and context of the interactions. As for the principle of instrumental dimension, the students pointed out multiple ways in which dialogue act as a tool to learn more, for example, facilitating the identification of gaps and errors in one’s reasoning and fostering the development of communicative abilities. Diálogo igualitario y dimensión instrumental. Dos principios del aprendizaje dialógico en el aula Resumen: En las dos últimas décadas han surgido con rapidez conceptualizaciones dialógicas del aprendizaje. Basándose en la psicología socio-cultural de Vygotsky, estas teorías enfatizan que las personas crean significado en la interacción social, donde el lenguaje es la principal herramienta mediacional. Una de esas teorías es la del “aprendizaje dialógico” (Flecha, 2000).Este artículo explora dos de los principios del aprendizaje dialógico: diálogo igualitario y dimensión instrumental, a través de los significados que un grupo de niñas y niños de educación primaria dan a aprender en grupos interactivos, una práctica de aprendizaje dialógico en el aula. Los datos revelaron lo que significa para las y los estudiantes esos dos principios del aprendizaje dialógico, así como la forma cómo cada uno de ellos se manifiesta en los grupos interactivos. Relacionado con el diálogo igualitario, las niñas y niños percibieron que las y los participantes en grupos interactivos tienen pretensiones de validez, participan de acción comunicativa, y se preocupan por los efectos y el contexto de las interacciones. Sobre el principio de dimensión instrumental, las y los estudiantes destacaron múltiples formas en las que el diálogo actúa como herramienta para aprender más, por ejemplo facilitando la identificación de lagunas y errores en el propio razonamiento y fomentando el desarrollo de habilidades comunicativas.

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Farini, Federico, Claudio Baraldi, and Angela Scollan. "The Cohesion of Schools as Communities in the Management of COVID-19 Pan- demic: Reflections, Narratives, Fears and Hopes from the Voices of Children in Eng- land and Italy." Journal of Dialogue Studies 9 (2021): 120–48. http://dx.doi.org/10.55207/gwil2829.

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The classroom can be a community of dialogic practices where personal and cultural identities are constructed and negotiated and a key context for integration of children with migrant background. However, for the first time in many decades, children across Europe, and globally, have been removed from their primary contexts of socialisation in the public health scramble to contain the pandemic, primarily through extended lockdowns. The consequences of the management of the COVID-19 pandemic on the cohesion of schools as intercultural communities of learning impacted on teachers, children and families. Public health measures to contain the COVID-19 pandemic affect the quality of children’s learning experience and deny access to the classroom as a space of socialisation and intercultural dialogue. Developing from the analysis of 50 focus groups with children in Italian and English primary and secondary schools, this contribution discusses the perspective of children on how the management of the pandemic: 1) impacted on the learning experience, in particular the progression of children with limited access to suitable spaces and resources for home learning; 2) affected the networks of social relationships and intercultural dialogue that have the classroom as their substratum.

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Baraldi, Claudio, and Vittorio Iervese. "Narratives of memories and dialogue in multicultural classrooms." Storytelling in the Digital Age 27, no. 2 (October 6, 2017): 398–417. http://dx.doi.org/10.1075/ni.27.2.10bar.

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Abstract This paper presents the analysis of a series of workshops conducted in Italian multicultural classrooms, involving children aged 9–12. The workshops were based on the collection of photos representing the children’s memory and were designed to enhance dialogic facilitation of narratives in the classroom. Starting from the collected photos, a facilitator promoted the interactional production of narratives of memory and identity. The workshops were entirely video-recorded for purposes of analysis. First of all, the paper presents the theoretical background of the analysis, including the concepts of narratives, memory, social use of photography, facilitation of children’s agency, and intercultural communication. Secondly, it includes one example of the analysis conducted on the basis of the transcripts of the video-recorded workshops showing the ways in which narratives of children’s memory have been facilitated during the workshops.

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Silva, Janelle M. "Critical Classrooms." Urban Education 47, no. 4 (April 2, 2012): 776–800. http://dx.doi.org/10.1177/0042085912441187.

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This article uses data from a 9-month ethnography in California to illustrate how elementary teacher’s decision to reenact Jane Elliott’s “A Class Divided” experiment, in conjunction with an artist-centered multicultural curriculum, shifted classroom conversations to a more critical dialogue of social groups, power, and privilege. Data illustrate how this approach to learning about diversity and difference can facilitate development of students’ critical consciousness at the elementary school level. Student interviews and an interview with the classroom teacher are also used to triangulate findings. The article concludes with suggestions as to how teachers can create critical spaces in their own classrooms.

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McCaster, Antonette Lorraine. "Adult Education and Dialogue." Global Journal of Transformative Education 1, no. 1 (January 15, 2019): 46–51. http://dx.doi.org/10.14434/gjte.v1i1.25920.

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Knowledge is built upon personal experiences and the information to which we have access. My area of research is in communicating the language of business (accounting) to non-business learners. I’ve found that both communication and motivation are primary factors in transformational learning. To this end, research has shown that project-based education improves student skills, and transforms the traditional classroom for both teachers and students. Combining project-based education with adult dialogue education provides a transformative method of education that encourages student-driven, collaborative project-based learning as well as opportunities for teachers to reflect upon their epistemology and pedagogy.

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Lee, Ji-Won. "Classroom Activities as “Dialogue” and Contingency of Language Learning." Korean Journal of Japanese Education 50 (February 28, 2020): 195–215. http://dx.doi.org/10.21808/kjje.50.13.

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Nasi, Nicola. "Practices of inclusion/exclusion in and through classroom dialogue." Towards Culture(s) of Dialogue 12, no. 2 (August 8, 2022): 306–31. http://dx.doi.org/10.1075/ld.00127.nas.

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Abstract The paper explores non-native children’s peer socialization to norms of literacy and appropriate language use in the classroom. Drawing on ethnographic research in a primary school in northern Italy, this study adopts a CA-informed approach to analyze an Italian L2 class attended by children aged 8 to 10. The study focuses on children’s enacting of correction sequences following peers’ problematic conduct. As the analysis illustrates, children creatively re-produce teachers’ ways of speaking to enforce normative uses of language. Through these practices, non-native children socialize their classmates into expected ways of speaking, reading, and writing, and negotiate the social hierarchy of the peer group. Risks and opportunities of such practices are considered in relation to children’s social inclusion and exclusion.

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Journal articles on the topic 'Classroom dialogue'

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