Educational Dialogues provides a clear, accessible and well-illustrated case for the importance of dialogue and its significance for learning and teaching. The contributors characterise the nature of productive dialogues, to specify the conditions and pedagogic contexts within which such dialogues can most effectively be resourced and promoted.
Drawing upon a broad range of theoretical perspectives, this collection examines:
theoretical frameworks for understanding teaching and learning dialogues teacher-student and student-student interaction in the curricular contexts of mathematics, literacy, science, ICT and philosophy the social contexts supporting productive dialogues implications for pedagogic design and classroom practice.
Bringing together contributions from a wide range of internationally renowned researchers, this book will form essential reading for all those concerned with the use of dialogue in educational contexts.
Arvustused
"A strength of this collection is that elements are included in the text which allow readers to engage fully with the each learning scenario, for example, through data extracts of educational dialogues, learning materials, photographs of learners engaging in dialogue." - Jane Andrews, International Journal of Lifelong Education, 2012
Contributors Acknowledgements Introduction: Educational Dialogues:
Understanding and Promoting Productive Interaction Part 1: Productive
Dialogue Introduction to Part 1
1. Knowing and Arguing In A Panel Debate:
Speaker Roles and Responsivity to Others Mikaela Åberg, Åsa Mäkitalo and
Roger Säljö
2. Peer Dialogue and Cognitive Development: A Two-Way
Relationship? Christine Howe
3. Productive Interaction as Agentic
Participation in Dialogic Enquiry Kristiina Kumpulainen and Lasse Lipponen
4.
Can You Think With Me? The Social and Cognitive Conditions and the Fruits of
Learning Valérie Tartas, Aleksandar Baucal and Anne-Nelly Perret-Clermont
Part 2: Understanding Productive Interaction in Specific Curricular Contexts
Introduction to Part 2
5. The Role of Discourse in Learning Science Jonathan
Osborne and Christine Chin
6. Argumentation and Mathematics Baruch B.
Schwarz, Rina Hershkowitz and Naomi Prusak
7. Dialogical Interactions Among
Peers in Collaborative Writing Contexts Sylvia Rojas-Drummond, Karen
Littleton, Flora Hernández and Mariana Zúñiga
8. Philosophy for Children as
Dialogic Teaching Margaret Hardman and Barbara Delafield Part 3: Social
Context Introduction to Part 3
9. More Helpful as Problem than Solution: Some
Implications of Situating Dialogue in Classrooms Adam Lefstein
10. Dialogue
Enhancement in Classrooms: Towards a Relational Approach for Group Working
Peter Kutnick and Jennifer Colwell
11. Gender, Collaboration and Childrens
Learning Patrick J. Leman
12. Change in Urban Classroom Culture and
Interaction Ben Rampton and Roxy Harris Part 4: Promoting Productive
Educational Dialogues Introduction to Part 4
13. The Significance of
Educational Dialogues Between Primary School Children Karen Littleton and
Neil Mercer
14. Teaching and Learning Disciplinary Knowledge: Developing the
Dialogic Space for an Answer When There Isnt Even a Question Phil Scott,
Jaume Ametller, Eduardo Mortimer and Jonathan Emberton
15. Dialogue and
Teaching Thinking With Technology: Opening, Expanding and Deepening The
Inter-Face Rupert Wegerif
16. Collaborative Learning of Computer Science
Concepts R. Keith Sawyer and Kenneth J. Goldman
Karen Littleton is Professor of Psychology in Education at the University of Jyväskylä, Finland. Christine Howe is Professor of Education at the University of Cambridge, UK.
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