Bringing disciplinarity to dialogic discussions: Imaginative entry and disciplinary discourse in a ninth-grade history classroom

Sherry, Michael B.

doi:10.1080/03626784.2016.1144468

Cited by 13 publications

(7 citation statements)

References 29 publications

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“…Finally, virtual/in-person indicates that a person could engage in A & H virtually or in-person. Some examples of virtual engagement with A & H include an imaginary visit to a historical site (Sherry, 2016) or playing a digital game about civic engagement in a given local community (Sedano, Leendertz, Vinni, Sutinen, & Ellis, 2013).…”

Section: The Functional Frame ("How")mentioning

confidence: 99%

Arts and Humanities Engagement: An Integrative Conceptual Framework for Psychological Research

Shim

Tay

Ward

et al. 2019

Review of General Psychology

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From ancient times to the current digital era, the arts and humanities have been a significant part of human experience. They have played important roles in education, leisure, and work for people across diverse backgrounds and cultures, present in their lives from the cradle to the grave. This ubiquity of the arts and humanities in human life has also made them a topic of interest for psychologists. For more than a century, psychologists have conducted theoretical and empirical research on the psychological processes of engaging with art (Tinio & Smith, 2017). More recently, there has also been a call for a humanities approach to psychology that investigates human subjectivity (Teo, 2017). Furthermore, several divisions of the American Psychological Association such as the Society for the Psychology of Aesthetics, Creativity and the Arts (Division 10); the Society for Theoretical and Philosophical Psychology (Division 24); the Society for the Psychology of Religion and Spirituality (Division 36) along with their accompanying peer-reviewed journals are devoted to the promotion of scholarship in this area. This indicates that both the arts and the humanities have substantive psychological significance in our lives. Despite this interest in the psychology of the arts and the humanities, however, our field lacks an integrative understanding of what it means to engage with the arts and humanities. Although psychological research has been undertaken on various forms of arts and humanities such as music, visual arts, literature, film, dance, and theater (Reiter-Palmon & Tinio, 2018; Smith & Tinio, 2014), this work is not grounded in a robust conceptualization of arts and humanities engagement as a whole. One of the core challenges to scientific progress in this area is the lack of a common language and an integrative conceptual framework that can be used across disciplines (Stickley et al., 2017). To better understand the psychological effects of engaging with the arts and humanities, we must first begin with a systematic and integrative approach to its conceptualization and operationalization (Tay, Pawelski, & Keith, 2018). Many scholars and organizations in the arts and humanities (e.g.

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Section: The Functional Frame ("How")mentioning

confidence: 99%

Arts and Humanities Engagement: An Integrative Conceptual Framework for Psychological Research

Shim

Tay

Ward

et al. 2019

Review of General Psychology

View full text Add to dashboard Cite

show abstract

“…Parker (2010) has suggested that dialogic discussions in History may differ according to the content and purposes of the conversation, distinguishing among two types-seminars and deliberations. Other History/Social Studies research has identified a third type in which students enter imaginatively into a historical situation (Sherry, 2016) or "problem space" (Reisman, 2015) in order to explore multiple interpretations. These researchers have indicated that dialogic…”

Section: Variations On Dialogic Discussionmentioning

confidence: 99%

Emergence and Development of a Dialogic Whole-class Discussion Genre

Sherry

2019

Dialogic Pedagogy Journal

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Prior research across disciplines has established the value of dialogic, whole-class discussions. Previous studies have often defined discussions in opposition to the notorious triadic pattern called recitation, or IRE/F, focusing on variations to the teacher’s initiating question or evaluative follow-up on students’ responses. Recent scholarship has also identified variations on recitations and dialogic discussions that suggest these categories might be flexible, containing types of interaction associated with particular contexts. However, research remains to be done on how such types, or genres, of dialogic, whole-class discussion emerge and develop over time. In this article, I take up this line of inquiry, analyzing the classroom discourse of five lesson excerpts generated by a prospective teacher and his students in a US secondary History classroom between October and March. I illustrate how, over time, teacher and students repeatedly renegotiated the nature of a recitation-style textbook review activity using similar patterns of language that suggested an emergent discourse genre. These five interactions did not all lead to dialogic, whole-class discussions; I explain their relative success or failure in terms of how they constructed participants’ relationships to historical and classroom events. I argue that even failed attempts at generating dialogic discourse may be part of a developing genre.

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“…One issue with incorporating dialogic instruction, which is seen in the generally negative perception of the IRE format, is the dichotomous method typically used to analyze teaching. In these cases, a method of teaching is either dialogically focused on the students’ voices or monogically focused on the teacher’s voice (Author, 2017; English, 2016; Nystrand, 1997; Sherry, 2016). In other words, a monologic classroom is one where the teacher’s voice is the dominant voice of authority, and the teacher is doing most of the talking; in a dialogic classroom, the students’ voices are more dominant, hold more authority, and are present more often.…”

Section: Dialogic Instruction In Schoolsmentioning

confidence: 99%

Like a conductor: whole-class discussion in English classrooms

Reynolds

2019

ETPC

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Purpose After interviewing teachers about their beliefs on discussion, the author observed four English teachers as they led class discussions. The purpose of this study is to see what kinds of discussion were happening, and what teachers were doing to facilitate those discussions. Design/methodology/approach The author observed six English class sessions with discussion as a technique and transcribed each. To analyze the discussion events (DEs), the author focused on the addressivity of the teachers’ comments, and plotted the DEs on a four-quadrant system of analysis. The quadrants helped to move beyond the value-laden dichotomy between monologic and dialogic discussion, and to better understand what teachers are doing. Findings The majority of class sessions were classified as convergent-active but teachers used a variety of discussions. In particular, teachers were concerned about control, so they used three techniques to keep procedural control as follows: taking over the discussion, creating specific procedures and using the Initiation-Response-Evaluation format in different ways. Originality/value Instead of focusing on a dichotomy this method of analysis opens up the possibility for labeling different kinds of dialogic instruction, like the teacher-as-conductor form of convergent-active discussions. This can help teachers understand that addressivity and purpose matter as they create their discussions but also that various forms of discussion are necessary in the classroom. Incorporating dialogic instruction has been difficult for teachers; this method can help describe what they are doing while not devaluing the kinds of discussion that are taking place.

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Bringing disciplinarity to dialogic discussions: Imaginative entry and disciplinary discourse in a ninth-grade history classroom

Cited by 13 publications

References 29 publications

Arts and Humanities Engagement: An Integrative Conceptual Framework for Psychological Research

Arts and Humanities Engagement: An Integrative Conceptual Framework for Psychological Research

Emergence and Development of a Dialogic Whole-class Discussion Genre

Like a conductor: whole-class discussion in English classrooms

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