Educational dialogues : understanding and promoting productive interaction

By Karen Littleton, Christine Howe. 2010

197 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b2bd67dc1b60df29b45904bbe0dc72e3479b6986

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In Education

Citations in the corpus

Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Men and women differ in the degree to which they tend toward more confrontational or more consensual discourse (e.g., Cameron, 1998; Leman, 2010; Stokoe, 2000; Weatherall, 2000).”
Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012, background): “Furthermore, an extensive body of more recent research (summarised in Howe & Mercer, 2007; Littleton & Howe, 2010; Mercer & Littleton, 2007) has shown positive effects when students are encouraged to talk and work together on curriculum-related tasks, particularly when they support their viewswith…”
Scaffolding through dialogic teaching in early school classrooms (2016, background): “Recent research has highlighted the key role of dialogic interactions between teachers and students in students’ learning, development and reasoning (e.g. Littleton & Howe 2010; Mercer & Littleton, 2007).”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “Furthermore, they also vary in the labels used to integrate themes, especially in the term dialogue (see Littleton & Howe, 2010).”
Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “…to be productive, students should share their ideas and support them with reasons , discuss different views and resolve these to achieve group consensus (Howe 2010; Mercer and Howe 2012; Littleton and Howe 2010; Mercer and Littleton 2007; see also Bennett et al. 2010; Kyriacou and Issitt 2008).”
Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice (2014, background): “Although talk is well philosophically justified (Alexander, 2008; Littleton & Howe, 2010; Mercer & Littleton, 2007), how we understand its role in learning and assessment is more difficult to fathom.”