Student Thought and Classroom Language
Examining the Mechanisms of Change in Dialogic Teaching
Bibliographic Data
| ID | 23367247 |
|---|---|
| Authors | Alina Reznitskaya (0000-0002-7690-4917, Montclair State University), Maughn Gregory (0000-0003-4293-5798, Montclair State University) |
| Year | 2013 |
| Volume | 48 |
| Issue | 2 |
| Pages | 114-133 |
| Publication date | 2013-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0046-1520 • E-ISSN: 1532-6985 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00461520.2013.775898 |
| OpenAlex | W2049210630 |
| Language | EN |
| Citations received | 87 |
| References cited | 128 |
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 monologic. In this article, we present a testable theory of change that suggests how sociocultural processes in a dialogic classroom influence students’ development. We identify and discuss three learning outcomes of dialogic teaching, including epistemological understanding, argument skills, and disciplinary knowledge. We then critically review empirical research related to the proposed theory, highlighting unsolved questions, inconsistencies, and directions for future studies. Finally, we focus on the implications of the proposed integrated theory and reviewed research for teachers and their language use in a classroom.
Argument (complex analysis) · Dialogic · Discipline · Empirical research · Epistemology · Mathematics education · Mechanism (biology) · Pedagogy · Rationality · Social science · Sociocultural evolution · Sociology · Teaching method · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Parental Involvement in Education · Psychology
English Teachers’ Practice of Classroom Discourse in Light of Zone of Proximal Development Theory and Scaffolding Techniques
The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge
Argumentation for Learning
Teacher–Student Dialogue During Classroom Teaching
Managing uncertainty in scientific argumentation
Learning to be wrong
Video-based teacher professional development for dialogic teaching
Argument chains as a tool to improve automated scoring of argumentative writing
Investigating preservice teachers’ emotions and dialogic teaching practices in simulation-based learning with artificial intelligence-powered virtual student agents
Constructing Meaning Through Dialogue
AI‐Supported Socratic Dialogue Agents vs. Generic AI Chatbots for Intermediate EFL Learners’ Critical Thinking, Epistemic Beliefs, and Argumentation
How to promote STEM competencies through design
Supporting experts to develop experts
“My brain doesn't communicate with my hands”
High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science
Dialogic Teaching during Cooperative Inquiry-Based Science
Philosophising with children – learning to live with uncertainty as a condition of human life and a challenge for teaching and learning
Supporting elementary school children to engage in collaborative argumentation
Historical contextualization in students’ writing
When discussions sputter or take flight
Apprenticeship as a developmental mechanism in argumentation skill development
Developing teachers’ professional abilities
Fostering critical thinking in higher education
Asking questions matters
“But once I did it, it was incredible”
Quality Indicators of an Experienced Middle School Science Teacher’s Argument‐Based Inquiry Teaching
Technology-aided meaning-making across participation structures
A collaborative small-group discussion approach to improving fifth graders’ use of academic, relational, social, and emotional vocabulary
Peer-to-peer-talk in whole-classroom discussions
Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools
Teachers’ implementation and evaluation of design principles for value-loaded critical thinking
Designing and Validating a Coding Scheme for Analysis of Teacher Discourse Behaviours in Mathematics Classrooms
A close look at children’s and adolescents’ arguments
Effects of a literary intervention on teachers’ monologic and dialogic practices and the quality of students’ contributions
Coaching that supports teachers’ learning to enact ambitious instruction
Conceptually driven inquiry
Exploring ChatGPT's potential in dialogic teaching
What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk
Contributions and silence in academic talk
Group-work discussions and content knowledge gains
A discursive approach to the analysis of epistemic cognition
Disciplinary dialogues
Teaching for the 21st century
The role of querying
The intertwined effect of collaborative argumentation and whole-class talk on the process of scientific concept learning
“How stupid can a person be?” – Students coping with authoritative dimensions of science lessons
The Three Domains for Dialogue
Engaging diverse learners
The circle of non-dialogue
A comparison of three types of tasks during an intervention on cultural literacy and dialogicity
Supporting primary students’ critical thinking in whole-class conversations about sustainability issues
The role of inner speech in the effect of argumentation among peers on learning
Discursive interactions in the classroom. Ideas to expand research and enhance teaching practice to multiply opportunities to learn / Interacciones discursivas en el aula. Pistas para ampliar la investigación y potenciar la práctica docente
The challenge of inclusive dialogic teaching in public secondary school
Bucking the authoritative script of a mandated curriculum
Studying Chinese language in higher education
Teacher discourse from the perspective of rapport-management theory
The Argumentation Rating Tool
Exploring the dialogic space in teaching
Are dialogic teaching-and-learning programs effective in pre-primary and primary schools? A meta-analysis
A case study of a transition to dialogic teaching as a process of gradual change
Thinking through talk
Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
Toward the automated analysis of teacher talk in secondary ELA classrooms
Teacher professional development as a means of transforming student classroom talk
The multifaceted nature of teachers' epistemic growth
Can teachers implement a student-centered dialogical argumentation method across the curriculum
Adapting philosophy for Children for Finnish upper secondary schools
They’re the Ones Who Hold the Answers”
Developing dialogic teaching
Trayectorias de desarrollo profesional docente para un uso pedagógico de la argumentación a partir del uso de soportes curriculares digitales
If You Don’t Know Where You’re Going, You Might End Up Where You’re Headed! Teachers’ Visions Transforming Praxis Through Agency
How does dialogic teaching facilitate students' creative thinking? Evidence from a sequential analysis of teacher–student dialogue in primary language classrooms
The Pictures Can Say More Things”
Opening Texts for Discussion
The Association Between Classroom Dialogic Interaction and Student Reading Performance
What Matters Most? Toward a Robust and Socially Just Science of Reading
Engaging Struggling Adolescent Readers to Improve Reading Skills
The development of children's epistemic beliefs across the early years of elementary school
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
The First-Grade Outcomes of Pre-K Attendees
Low Ability,” Participation, and Identity in Dialogic Pedagogy
Differences between a teacher educator’s and prospective classroom teacher’s talk-based strategies for fostering academically productive classroom talk
Forming a belief
Should we "just stick to the facts"? The benefit of controversial conversations in classrooms
Exploring Science Teacher Questions' Influence on the Students' Talk Productivity
Thought and language.
How we think.
The New Meaning of Educational Change
Dialogic Inquiry
Dialogue and the Development of Children's Thinking
Problems of Dostoevsky's Poetics
The Uses of Argument
Classroom Discourse and the Space of Learning
The Skills of Argument
Collaborative reasoning
The tension between authoritative and dialogic discourse
Personal Epistemology Research
Recall of previously unrecallable information following a shift in perspective
Framing Constructivism in Practice as the Negotiation of Dilemmas
The Development of Epistemological Theories
From social interaction to individual reasoning
Contextual prerequisites for understanding
Examining the effects of classroom discussion on students’ comprehension of text
Teaching and learning science as argument
Effects of beliefs about the nature of knowledge on comprehension.
The Snowball Phenomenon
Effects of Dyadic Interaction on Argumentive Reasoning
What the discourse tells us
The development of epistemological understanding
The Development of Argument Skills
Expanding the Dimensions of Epistemic Cognition
Pragmatic reasoning schemas
Dialogic Argumentation as a Vehicle for Developing Young Adolescents’ Thinking
Electronic Discourse in Language Learning and Language Teaching
Science as Social Knowledge
Aristotle's Prior and Posterior Analytics
The Study of Social Interaction in Educational Settings
Beyond the Individual-Social Antinomy in Discussions of Piaget and Vygotsky
The New Dialectic
Script, Counterscript, and Underlife in the Classroom
Empowering Education
Teachers’ beliefs and practices related to mathematics instruction
Teaching as persuasion
Influence of Oral Discussion on Written Argument
Race and the representation of discourse
Influence of Oral Discussion on Written Argument
Questions in Time
Children's Talk and the Development of Reasoning in the Classroom
Scripts, Plans, Goals, and Understanding
Opening Dialogue
The Fine Art of Sitting on Two Stools
Patterns of Discourse in Two Kinds of Literature Discussion
What Teachers Do When They Say They're Having Discussions of Content Area Reading Assignments
Collaborative Reasoning in China and Korea
A Comparative Analysis of Student and Teacher Development in More and Less Proficient Discussions of Literature
Text Cues and Strategies Successful Readers Use to Construct the Gist of Lengthy Written Arguments
The Quest for Certainty
Logic
Mind, Self, and Society from the Standpoint of a Social Behaviorist
L. S. Vygotsky and contemporary developmental psychology
The Role of Assessment in a Learning Culture
A Developmental Model of Critical Thinking
The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction
Dialogic Discussion and the Paideia Seminar
Effects of a Cooperative Learning Program on the Elaborations of Students During Help Seeking and Help Giving
Discussion-Based Approaches to Developing Understanding
Experience and Education
Supporting and Promoting Argumentation Discourse in Science Education
Scripts, plans, goals, and understanding
Towards a language-based theory of learning
Dialogue in Teaching
The analysis of classroom talk
Problems of Dostoevsky's Poetics
Metacognition
Experience and Education
Speech Genres and Other Late Essays
What does it Take to Change Minds? Intellectual Development of Preservice Teachers
Mind, Self, and Society
Language and Cognition
| Unique citing works | 87 |
|---|---|
| Citations per year | 7,91 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 85 |