Socializing Intelligence Through Academic Talk and Dialogue

By Lauren B. Resnick, Christa S. C. Asterhan, Sn Clarke. 2015

367 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/95071e4e21bd794427087e531a3300dc6f2c103f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach (2020, background): “For example, there are a small number of studies which have demonstrated that students within high cognitively demanding approaches perform better in other subjects when using approaches that are based on generative strategies (e.g., Adey and Shayer 2015).”
Developing dialogic teaching: genesis, process, trial (2018, background): “…1969, Sinclair and Coulthard 19753; Barnes and Todd 1977; Mehan 1979; Nystrand et al. 1997; Galton et al. 1999; Alexander 2001, 2008; Cazden 2001; Hardman, Smith, and Wall 2003; Mortimer and Scott 2003; Smith et al. 2004; Galton 2008; Mehan and Cazden 2015; Resnick, Asterhan, and Clarke 2015).”
Getting Inside Rehearsals (2016, background): “A central aspect of establishing these relationships is positioning novices as responsible and contributing members of the community (Greeno, 2007) and creating opportunities that develop their competence in interaction and afford them a sense of authority and accountability (Lampert et al., 2015).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “There is even some evidence that recurrent participation in such classroom activities for a prolonged period can produce far transfer effects and increases in standardized test of cognitive abilities (see reviews in Nussbaum&Asterhan, in press; Resnick et al., 2015).”
Impact of the Interactive Learning Environments in Children’s Prosocial Behavior (2018, background): “There is a wide array of research exploring the benefits of dialogic teaching and learning and its conduciveness to a more productive academic learning [18].”