Dialogic Discussion and the Paideia Seminar

By Laura Billings, J. Fitzgerald. 2002

140 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/0c4712c010d45af31169634fdd4f5e76778e90b9

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Citations in the corpus

Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “Further, we also know talk patterns are persistent even with substantial support, as it is difficult for teachers to release control of discussions and interpretative authority to students (Alvermann, O’Brien, & Dillon, 1990; Billings & Fitzgerald, 2002; Kucan, 2009; Mehan, 1979).”
Examining the Effects of Classroom Discussion on Students' Comprehension of Text: A Meta-Analysis (2009, methodology): “American Educational Research Journal, 27, 688–726.”
Teacher professional development as a means of transforming student classroom talk (2016, background): “Despite evidence (e.g., Billings & Fitzgerald, 2002; Gutierrez, 1994; Kutnick & Colwell, 2010; Mercer & Littleton, 2007; Scott, Ametller, Mortimer, & Emberton, 2010) that dialogic teaching is possible and beneficial, research based on larger samples has consistently shown the prevalence of a…”
What the Discourse Tells Us: Talk and Indicators of High-Level Comprehension. (2008, background): “Included in the group of approaches we identified as favoring a critical-analytic stance toward text are Collaborative Reasoning (Anderson, Chinn, Chang, Waggoner, & Nguyen, 1998), Philosophy for Children (Sharp, 1985), and Paideia Seminars (Billings & Fitzgerald, 2002).”
Handbook of Research on Learning and Instruction (2011, background): “Vaeyens, Lenoir, Williams, and Philippaerts (2007) explained that the development of “memory skills promote rapid encoding of information in long-term memory and afford selective access to that information when required” (p. 395).”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, methodology): “…verbal and social practices characteristic of inquiry dialogue (e.g., R. J. Alexander, 2003; Almasi, O’Flahavan, & Arya, 2001; Applebee et al., 2003; Billings & Fitzgerald, 2002; Chinn, Anderson, & Waggoner, 2001; Mercer & Littleton, 2007; Nystrand et al., 2003; Onosko, 1990; Reznitskaya et al.,…”