Classroom dialogue: a systematic review across four decades of research

Howe, Christine; Abedin, Manzoorul

doi:10.1080/0305764x.2013.786024

Cited by 441 publications

(301 citation statements)

References 202 publications

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“…Such evidence should orient teachers' and school's efforts to transform classroom talk in reasoning and thinking spaces. Moreover, and following concerns raised by Howe and Abedin (2013), these results contribute to our knowledge of the effects of different forms of classroom talk.…”

Section: Discussionmentioning

confidence: 99%

Argumentation in Whole-Class Teaching and Science Learning

2014

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Peers' discussion of contradictory ideas has been proven to promote students' learning. Some empirical evidence suggests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of different aspects of whole-class argumentation on science learning. A non-probabilistic sample of 220 students (aged 10 to 11 years) from 18 public schools in Santiago, Chile, participated in the study. Eleven teachers delivered lessons according to a teaching programme especially developed to foster argumentation (intervention group) and 7 teachers delivered lessons in their usual way (control group). Students were assessed individually using pre-and post-measures of learning, argumentative skills and attitudes toward science. The two formers were tests and the latter was a questionnaire. Lessons were videotaped. Factorial analysis and linear regression were conducted. Results showed that 2 factors predict a portion of the variance on learning: one factor composed of justificatory utterances and the other of students' counter-arguments. These results suggest that contradiction among peers is not the only aspect of classroom argumentation that prompts learning.Keywords: argumentation, science learning, discussion, dialogic teaching, effective teaching La discusión de ideas contrarias entre estudiantes promueve el aprendizaje en ciencias. Existe evidencia que sugiere que la argumentación en clase completa tendría el mismo efecto, pero no está claro aún que se deba a la discusión. Este estudio evaluó el efecto de distintos aspectos de la argumentación en clase completa en el aprendizaje de ciencias. En una muestra no probabilística participaron 220 estudiantes (10 y 11 años de edad) de 18 escuelas municipales de Santiago, Chile. Once profesores dieron clases diseñadas para promover argumentación (grupo intervención) y 7 profesores lo hicieron en su forma habitual (grupo control). Los estudiantes fueron evaluados individualmente antes y después con pruebas de aprendizaje y argumentación y cuestionario de actitud hacia la ciencia. Se grabaron las clases. A través de análisis factoriales y regresiones lineares, los resultados mostraron que 2 factores predicen una parte de la varianza del aprendizaje: uno compuesto por enunciados justificativos y otro, por contra-argumentos de los estudiantes. Estos resultados sugieren que la contradicción entre pares no es el único aspecto de la argumentación en clase completa que promueve el aprendizaje.

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Section: Discussionmentioning

confidence: 99%

Argumentation in Whole-Class Teaching and Science Learning

2014

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“…Quantitative and qualitative approaches in analysing classroom interaction Howe and Abedin (2013) describe how research on classroom dialogue in the last four decades concerned both teacher-student and student-student interactions, and that from 1972 to 1992 there was an emphasis on analytical quantitative approaches, and mainly qualitative from 1992 to 2011. The quantitative approach mainly involved field coding, whereby observation is contained within some predetermined system of categories, which was heavily criticized in the late 80s (see Edwards and Westgate 1994, for a summary).…”

Section: What Do We Mean By Classroom Interaction?mentioning

confidence: 99%

“…The main objections against field coding were that it isolated utterances from their broader context and that it did not take into account the temporal sequence of utterances. Howe and Abedin (2013) describe the total dismissal of these methods as 'arguably ill advised', as coding schemes can be used reliably and repeatedly by different researchers, 'permitting comparison across a wide range of contexts ' (2013, 222). In the conclusions of the review they argue that models of optimal practice should be studied, i.e.…”

Section: What Do We Mean By Classroom Interaction?mentioning

confidence: 99%

“…The author of this article suggests that a 'network approach' might be a fruitful way to combine quantitative and qualitative approaches of classroom interaction. In essence, this article then tries to address the challenge posed in Howe and Abedin's (2013) article by proposing a methodology that:…”

Section: What Do We Mean By Classroom Interaction?mentioning

confidence: 99%

“…Another discussion point regarding 'interaction' concerns whether a reply is necessary to call an utterance an interaction. Howe and Abedin (2013) conceptualized dialogue as "all verbal exchanges where one individual addresses another individual or individuals and at least one addressed individual replies." (2013,326).…”

Section: What Do We Mean By Classroom Interaction?mentioning

confidence: 99%

See 2 more Smart Citations

Exploring classroom interaction with dynamic social network analysis

Bokhove

2016

International Journal of Research & Method in Education

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This article reports on an exploratory project in which technology and dynamic social network analysis (SNA) are used for modelling classroom interaction.SNA focuses on the links between social actors, draws on graphic imagery to reveal and display the patterning of those links, and develops mathematical and computational models to describe and explain those patterns (Freeman 2004).Dynamic SNA extends SNA and builds on previous research on network change (e.g. Moody, McFarland, and Bender-deMoll 2005). Utilizing data from six videos from the TIMSS video study (Hiebert et al. 2003) and a convenience sample of five observations of one teacher in a secondary school in the south of England, a methodology for dynamic SNA was applied to classroom interaction data. The results are in two ways relevant for this journal. Firstly, they show that recent developments in social network analysis might be usefully applied to furthering knowledge about the dynamics of classroom interaction. Secondly, the results provide an example of the use of tablet technology for fieldwork data collection.

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Interaction in the Classroom

Jun

2018

The TESOL Encyclopedia of English Language Teaching

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This entry intends to draw together research on classroom interaction to inform TESOL teachers' pedagogical practices. It starts by framing the issue to the dual goals (i.e., pedagogical and natural), followed by a summary of theoretical frameworks such as the initiation‐response‐feedback model and the output hypothesis. It then pinpoints two central inquiries of classroom interaction research as whether and how classroom interaction facilitates student learning. After critically examining key variables of teachers, students, classroom environment, and larger sociocultural issues, it proposes four pedagogical principles, respectively addressing issues of classroom environment, students' sociocultural competence and language preparation, and teacher awareness, in the hope that teachers will maximize the effectiveness of classroom interaction by utilizing them in their practice.

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Classroom dialogue: a systematic review across four decades of research

Cited by 441 publications

References 202 publications

Argumentation in Whole-Class Teaching and Science Learning

Argumentation in Whole-Class Teaching and Science Learning

Exploring classroom interaction with dynamic social network analysis

Interaction in the Classroom

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