Alina Reznitskaya
Dados Biográficos
| ID | 6212935 |
|---|---|
| NOME | Alina Reznitskaya |
| PRENOMES | Alina |
| SOBRENOME | Reznitskaya |
| ASSINATURA | REZNITSKAYA A |
| AFILIAÇÕES | Montclair State University |
| ORCID | 0000-0002-7690-4917 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Learning to be wrong
Argument chains as a tool to improve automated scoring of argumentative writing
Beyond Structure
Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alterna…
The Argumentation Rating Tool
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…
Student Thought and Classroom Language
Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom practices. Studies have consistently shown that in today's schools the dominant discourse remains largely m…
Dialogic Teaching
Dialogic teaching ‐ a pedagogical approach that involves students in a collaborative construction of meaning and is characterized by shared control over the key aspects of classroom discourse ‐ has been largely advocated by contemporary research and theory. However, studies in the US and UK continue to document the persistence of monologic instruction in today's classrooms. This paper reviews empirically‐supported features of dialogic teaching an…
Collaborative reasoning
In this paper, we address the need to develop an empirically‐based understanding of the use of dialogue in teaching by discussing theory and research related to a pedagogical approach called collaborative reasoning (CR). CR is an instructional method designed to engage elementary school children in group discussions about controversial issues raised in their readings. CR is grounded in social learning and schema‐theoretic views of cognition, whic…
The Snowball Phenomenon
Social influences on the reasoning and rhetorical strategies of 104 fourth graders were examined during 48 small-group discussions. A total of 14,942 lines of discussion transcript were sifted to determine patterns of occurrence of 13 argument stratagems serving several rhetorical functions. The major finding was that the use of argument stratagems snowballs. That is, once a useful stratagem has been used by a child during a discussion, it tends …
Influence of Oral Discussion on Written Argument
This article examines the effects of participation in oral argumentation on the development of individual reasoning as expressed in persuasive essays. Engagement in oral argumentation is the essential feature of a classroom discussion method called collaborative reasoning. A premise of this method is that reasoning is fundamentally dialogical and, hence, the development of reasoning is best nurtured in supportive dialogical settings such as group…
Influence of Oral Discussion on Written Argument
Influence of Oral Discussion on Written Argument
This article examines the effects of participation in oral argumentation on the development of individual reasoning as expressed in persuasive essays. Engagement in oral argumentation is the essential feature of a classroom discussion method called collaborative reasoning. A premise of this method is that reasoning is fundamentally dialogical and, hence, the development of reasoning is best nurtured in supportive dialogical settings such as group…
Influence of Oral Discussion on Written Argument
The Argumentation Rating Tool
The Snowball Phenomenon
Social influences on the reasoning and rhetorical strategies of 104 fourth graders were examined during 48 small-group discussions. A total of 14,942 lines of discussion transcript were sifted to determine patterns of occurrence of 13 argument stratagems serving several rhetorical functions. The major finding was that the use of argument stratagems snowballs. That is, once a useful stratagem has been used by a child during a discussion, it tends …
Influence of Oral Discussion on Written Argument
This article examines the effects of participation in oral argumentation on the development of individual reasoning as expressed in persuasive essays. Engagement in oral argumentation is the essential feature of a classroom discussion method called collaborative reasoning. A premise of this method is that reasoning is fundamentally dialogical and, hence, the development of reasoning is best nurtured in supportive dialogical settings such as group…
Influence of Oral Discussion on Written Argument
Collaborative reasoning
In this paper, we address the need to develop an empirically‐based understanding of the use of dialogue in teaching by discussing theory and research related to a pedagogical approach called collaborative reasoning (CR). CR is an instructional method designed to engage elementary school children in group discussions about controversial issues raised in their readings. CR is grounded in social learning and schema‐theoretic views of cognition, whic…
Dialogic Teaching
Dialogic teaching ‐ a pedagogical approach that involves students in a collaborative construction of meaning and is characterized by shared control over the key aspects of classroom discourse ‐ has been largely advocated by contemporary research and theory. However, studies in the US and UK continue to document the persistence of monologic instruction in today's classrooms. This paper reviews empirically‐supported features of dialogic teaching an…
Student Thought and Classroom Language
Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom practices. Studies have consistently shown that in today's schools the dominant discourse remains largely m…
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…
The Argumentation Rating Tool
Beyond Structure
Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alterna…
Learning to be wrong
Argument chains as a tool to improve automated scoring of argumentative writing
Psychology (9 obras) · Education and Critical Thinking Development (8 obras) · Innovative Teaching and Learning Methods (7 obras) · Computer Science (5 obras) · Dialogic (5 obras) · Linguistics (5 obras) · Mathematics education (5 obras) · Pedagogy (5 obras) · Argumentation theory (4 obras) · Educational Strategies and Epistemologies (4 obras)