Taking Risks, Negotiating Relationships: One Teacher’s Transition toward a Dialogic Classroom

By Julie Nelson Christoph, Martin Nystrand. Research in the Teaching of English, 2001

118 citations recorded by the source corpus.

This study investigated a low-achieving class that featured regular discussions to gain insight into how dialogically organized instruction emerged within the context of a traditional recitation instructional setting, further complicated by settings of poverty and linguistic diversity. Dialogic discourse can happen when teachers are adept at linking and at enabling links between academic objectives and student concerns.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/436f92d65d4a5d23c4bf6e17e7136fd6d0a509e4

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In Education

1. D. Rubin
2. Maureen P. Boyd

Citations in the corpus

• How Contingent Questioning Promotes Extended Student Talk: A Function of Display Questions (2006, background): “The all-too-common classroom fare of IRE or IRF discourse is often attributed to teachers’ reliance on display questions (or quasi-questions) rather than authentic ones (Christoph & Nystrand, 2001).”