Patterns of Teacher–Child Conversations in Head Start Classrooms: Implications for an Empirically Grounded Approach to Professional Development

By David K. Dickinson, C. Darrow, Titilayo A. Tinubu. 2008

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ddeb167a4b695a7ea897023a65f02df126dbaebd

How researchers see this paper

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

In Developmental and Educational Psychology

1. Laura M. Justice
2. Annemarie H. Hindman
3. B. Wasik
4. Sonia Q. Cabell
5. Don E. Bradley
6. A. McGinty
7. Jonathan Evans
8. Shayne B. Piasta

In Education

1. Laura M. Justice
2. Annemarie H. Hindman
3. B. Wasik
4. Sonia Q. Cabell
5. Don E. Bradley
6. A. McGinty
7. Jamie DeCoster
8. Shayne B. Piasta

Citations in the corpus

• How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading (2019, background): “There is evidence that even when teachers ask thought-provoking questions of students, their reactions to child responses may be limited to simple affirmation (Chen & de Groot Kim, 2014; Dickinson et al., 2008; Durden & Dangel, 2008; Girolametto & Weitzman, 2002).”
• Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development (2015, background): “Within the control classrooms, we saw considerable variability in how teachers engaged children in conversation, as discussed previously by Dickinson, Darrow, and Tinubu (2008).”