Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching

By Alina Reznitskaya, M. Gregory. 2013

284 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/85dca871fe6429eebe084c209b3b4fd2ac976c69

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Impact of the Interactive Learning Environments in Children’s Prosocial Behavior (2018, background): “On the one hand, theoretical underpinnings and the ground rules for dialogue that are established during Interactive Groups and Dialogic Literary Gatherings are essential to fostering solidarity relationships through egalitarian participation in the dialogue [31].”
Developing dialogic teaching: genesis, process, trial (2018, background): “Some (e.g. Reznitskaya 2012; Reznitskaya and Gregory 2013) advocate a specific practice or method, while for others dialogue is situated less exclusively within a wider interactive spectrum.”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “…to the adoption of a metacognitive perspective on verbal interaction, such that participants should become aware of its value and reflect accordingly on their practice (e.g., Lefstein, 2010; Mercer & Dawes, 2008; Reznitskaya & Gregory, 2013; van der Veen, de Mey, van Kruistum, & van Oers, 2017).”
Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “STARI classroom practices reflect what researchers have called dialogically oriented approaches to meaning construction (Aukerman & Schuldt, 2015; Nystrand, 1997; Reznitskaya & Gregory, 2013).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “It has also been labeled arguing to learn and contrasted with learning to argue, which refers to activities and programs that aim to improve students’ argumentation competencies (e.g., Andriessen, Baker, & Suthers, 2003; Reznitskaya & Gregory, 2013).”
Teacher professional development as a means of transforming student classroom talk (2016, background): “Resnitskaya and Gregory (2013) state that dialogic teaching, which is generally advocated by theorists and researchers, is difficult for teachers to implement.”
Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “Dialogic teaching involves using classroom discourse so that learners participate as central collaborators in learning, which leads to epistemological understanding, argumentation skills, and content knowledge (Reznitskaya & Gregory, 2013).”