Examining transfer effects from dialogic discussions to new tasks and contexts

By Alina Reznitskaya, Monica B. Glina, Brian V. Carolan, Olivier Michaud, J. Rogers, Lavina Sequeira. 2012

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Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “Teaching for argumentation and evidenced-based reasoning seems to require that teachers take a more studentcentered and responsive approach to classroom instruction (e.g., Reznitskaya et al., 2012; Reznitskaya & Wilkinson, 2015; Webb et al., 2008).”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “Consider the following example of group reasoning, taken from our recent study of dialogic teaching (Reznitskaya et al., 2012).”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “The connections between epistemic cognition and argumentation, both oral and written, are clear, with interventions leading to changes in student learning across numerous academic disciplinary contexts such as science (Bråten, Ferguson, Strømsø, & Anmarkrud, 2014) and literacy (Reznitskaya et al., 2”
Understanding and Promoting Thinking About Knowledge (2016, background): “…Sandoval, 2012), mathematics (e.g., Mason & Scrivani, 2004; Verschaffel et al., 1999), history (Nokes, 2014; VanSledright, 2002), and language arts (Reznitskaya et al., 2012) suggests how engagement in scaffolded disciplinary practices can change students’ beliefs and thinking about knowledge and…”