Dialogue in the Classroom

By Gordon Wells, R. Arauz. 2006

564 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9049a0b55d30817bfd8fe46d3550973df0c36ea3

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “At its best, collaborative learning (see Littleton & Häkkinen, 1999) is a shared and creative knowledge construction process between team members committed to the divided evaluation of the learning process (Barnes & Todd, 1995; Sawyer, 2003; Wells & Arauz, 2006).”
"She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, methodology): “To identify underlying structural patterns in Teri and Bonnie’s moment-tomoment discourse, I adapted a coding scheme developed by Wells (1996; Wells & Arauz, 2006), which is based on traditional Initiation-Response-Evaluation/ Follow-up (IRE/F) patterns (see also Cazden, 2001; Mehan, 1979; Sinclair…”
Promoting Reflection in Teacher Preparation Programs (2012, background): “An inquiry orientation enhances discussion and discourse (Wells & Arauz, 2006).”
Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms (2012, background): “Dialogic communication emphasizes making sense through coordination of the ideas and perspectives of classroom members in interaction with one another (Wells and Mejia-Arauz 2006).”
Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development (2011, background): “Many researchers have recognized the central role of discourse in learning (Lemke, 1990; Wells & Arauz, 2006).”
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science (2015, background): “Yet, classroom interactions are often dominated by close-formatted classroom discourse (Jurik, Gr€oschner, & Seidel, 2013; Walshaw & Anthony, 2008; Wells & Arauz, 2006), with negative effects both on students' situational experiences of self-determined learning motivation and their long-term…”
Scaffolding through dialogic teaching in early school classrooms (2016, background): “An initiation-response-feedback pattern (IRF) (Sinclair & Coulthard, 1975), in which the teacher provides an initiation, the students respond and the teacher gives feedback, is a dominant script in many classroom interactions (Wells & Arauz, 2006).”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “2016; Wells & Arauz, 2006).”
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom (2006, methodology): “In contrast, we observed no chaining of IRE sequences, a finding reported elsewhere (Wells & Arauz, 2006).”
From Moves to Sequences: Expanding the Unit of Analysis in the Study of Classroom Discourse. (2015, methodology): “Building on Sinclair and Coulthard’s scheme, Wells and colleagues (Wells, 1999; Wells & Arauz, 2006) coded episode activity orientations and types of exchanges, in addition to discourse moves.”
Teacher professional development as a means of transforming student classroom talk (2016, background): “Researchers increasingly agree that learning is most effective when students are actively involved in a dialogic co-construction of meaning (Wells & Arauz, 2006).”