Dialogue in Teaching: Theory and Practice

By N. Burbules. 2000

565 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1f3b23b94ea72c701923ceafd9a79b7233c775f9

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In Clinical Psychology

In Education

In Language and Linguistics

Citations in the corpus

Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “Second, dialogic teaching centers around questions that are “fundamentally open or divergent . . . in terms of allowing a broader degree of uncertainty in what would constitute an adequate answer” (Burbules, 1993, p. 97; see also Lefstein, 2010; Splitter & Sharp, 1996).”
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms (2017, background): “It involves having teachers and students reflect on their talk to increase their knowledge and skill in how to use talk to achieve their learning objectives (see also Burbules 1993; Splitter and Sharp 1996).”
Judging the Quality of Peer-Led Student Dialogues (2000, methodology): “Burbules (1993) suggested that “the only general principle that can be proposed in such cases is to realizewhich sort of dispute is at stake, and which methods of resolution may be appropriate to it” (p. 118).”
Deficient Critical Thinking Skills among College Graduates: Implications for leadership (2012, background): “Dialogue leads to conceptual understanding of frameworks and actively involves the student in the learning process (Burbules, 1993; Pithers & Soden, 2000).”
Transforming Teaching Practice: Becoming the critically reflective teacher (2000, background): “…starting with one’ s personal experiences, they also stress the importance of critical analysis and reformulation of that experience (e.g. Argyris, 1990; Brook® eld, 1995; Burbules, 1993; Kasl et al., 1993; Knowles, 1992; Mezirow, 1991; Senge, 1990; Senge et al., 1994; Sokol & Cranton, 1998).”
Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy (2016, unknown): “Further, the course module SEST was guided by humanistic psychology (Gordon 2003) and philosophy of dialogue (e.g. Burbules 1993), with an emphasis on genuine interaction and one’s possibility to change.”
Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom (2015, background): “Relationships between teacher questioning and student learning are long and complex (Applebee, Langer, Nystrand, & Gamoran, 2003; Burbules, 1993; Dillon, 1982; Mehan, 1979; Mohr & Mohr, 2007; Nystrand, 2006; Nystrand, Wu, Gamoran, Zeiser, & Long, 2003; Purdy, 2008; Wells, 1993).”
Creating urban classroom communities worthy of trust (2002, background): “E orts to establish trust need to be made early in the relationship to `create a context of feeling and commitment in which both participants feel safe to o er up their beliefs, and the experiences, or feelings that accompany them . . .’ (Burbules 1993: 37).”
“Low Ability,” Participation, and Identity in Dialogic Pedagogy (2017, background): “First are structural issues: limited time and space for discussion, a crowded curriculum that encourages breadth at the expense of depth, and high-stakes, standardized tests and other policy and political pressures (Alexander, 2015; Burbules, 1993; Skidmore, 2006).”
Can slope be negative in 3-space? Studying concept image of slope through collective definition construction (2011, background): “As illustrated both in the particular episode and throughout the course of the semester, the discourse in the group under study was characterized by Burbules’ (1993) ideas of communicative relationship, participation, commitment, and reciprocity.”
We Talk about It, but Do They Get It? (2002, background): “Participating in a community of learners at a social-emotional level while, at the same time, exhibiting considerable differences at the cognitive level is sometimes overlooked in the math discourse literature (see Burbules, 1993; Ellsworth, 1989, 1997, for a more in-depth discussion of this topic).”
Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation (2009, background): “For some, such modes of learning operate as general approaches or philosophies of teaching (Burbules, 1993; Kilgore, 2004; Knowlton & Sharp, 2003; Werdinger, 2005; Weimer, 2002); for others, they function as particular types of learning strategies or techniques (Barkley, Cross & Major, 2005;…”