Joe Oyler
Biographic Data
| ID | 9500094 |
|---|---|
| NAME | Joe Oyler |
| GIVEN NAMES | Joe |
| FAMILY NAME | Oyler |
| SIGNATURE | OYLER J |
| AFFILIATIONS | Montclair State University |
| ORCID | 0000-0002-6722-6907 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Argument chains as a tool to improve automated scoring of argumentative writing
From the Margins to the Center
What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transitioned from a fledgling initiative to a worldwide movement, it remains on the margins of education. In this article, we look back at key initiatives that have advanced its growth before looking ahead to what can move philosophy for children to the cente…
Toward a more dialogic pedagogy
In this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students’ argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking, listening, reading, and writing. The professional development program was focused on promoting teachers…
No prominent works on this page.
Toward a more dialogic pedagogy
In this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students’ argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking, listening, reading, and writing. The professional development program was focused on promoting teachers…
Argument chains as a tool to improve automated scoring of argumentative writing
From the Margins to the Center
What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transitioned from a fledgling initiative to a worldwide movement, it remains on the margins of education. In this article, we look back at key initiatives that have advanced its growth before looking ahead to what can move philosophy for children to the cente…
Argumentation theory (1 work) · Argumentative (1 work) · Critical and Liberation Pedagogy (1 work) · Dialogic (1 work) · Education and Critical Thinking Development (1 work) · Educational Challenges and Innovations (1 work) · Educational Strategies and Epistemologies (1 work) · Educator Training and Historical Pedagogy (1 work) · Experimental philosophy (1 work) · Faculty Development (1 work)