Dialogic teaching: talk in service of a dialogic stance

By Maureen P. Boyd, William C. Markarian. 2011

192 citations recorded by the source corpus.

Subfields: Clinical Psychology

View Paper: https://www.semanticscholar.org/paper/d8c908245f80f08d2ee8758f1db50a18098e067a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Christine Howe
2. Lisa Wheatley
3. Neil Mercer
4. Sara Hennessy
5. Maureen P. Boyd
6. M. Vrikki

Citations in the corpus

• Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom (2015, background): “…good or bad types of questions based on syntax or a single occurrence and better understand how teacher questioning can promote shared understanding and coherence across time or disrupt student thinking and knowing to impose disjointed displays of information (Boyd, 2016a; Boyd & Markarian, 2011).”
• Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “A second theme is that participants should make extended contributions, elaborating and building on previous contributions made by themselves and others (e.g., Alexander, 2008; Boyd & Markarian, 2011; O’Connor et al., 2015; Rojas-Drummond, Littleton, Hernandez, & Zuniga, 2010; Wells & Arauz, 2006).”
• Teacher professional development as a means of transforming student classroom talk (2016, background): “Boyd and Markarian (2011) understand indicators as somewhat formal and as not guaranteeing the dialogic character of the discourse.”