Next Generation Research in Dialogic Learning

Resnick, Lauren B.; Asterhan, Christa S. C.; Clarke, Sherice N.; Schantz, Faith

doi:10.1002/9781118955901.ch13

Cited by 59 publications

(46 citation statements)

References 44 publications

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“…However, as Resnick et al (2018), Mehan and Cazden (2015), and others have noted, they are highly demanding on a teacher's resources and skills, especially at the more common whole-class level. As a result, many teachers do not attempt them.…”

Section: Educating Critical Thinkersmentioning

confidence: 99%

“…To succinctly summarize it, discourse has become an increasing presence in pre-college classrooms, and observed outcomes are largely favorable. However, major challenges have been identified as standing in the way of successful implementation of discourse-based approaches (Resnick, Asterhan, Clarke, & Schantz, 2018), challenges that, as they suggest, are severe enough to threaten their existence entirely.…”

Section: Educating Critical Thinkersmentioning

confidence: 99%

“…The reports of observers and of teachers themselves leave little doubt that inexperienced teachers find implementing these student-centered discussions difficult and do not do well without extensive practice, and some never come to feel comfortable with the techniques (Clarke et al, 2015;Hess & McAvoy, 2015;Howe, 2014;McNeill & Knight-Bardsley, 2013;McNeill & Pimentel, 2010;Mercer & Littleton, 2007;Resnick et al, 2018;Reznitskaya & Wilkinson, 2017). Hence, despite encouraging demonstrations of its successes in widely varying classroom settings, the challenges of scaling up to implement this model widely seem formidable.…”

Section: Educating Critical Thinkersmentioning

confidence: 99%

See 2 more Smart Citations

Critical Thinking as Discourse

Kuhn¹

2019

Human Development

109

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Less than it is an individual ability or skill, critical thinking is a dialogic practice people engage in and commit to, initially interactively and then in interiorized form with the other only implicit. An argument depends for its meaning on how others respond. In advancing arguments, well-practiced thinkers anticipate their defeasibility as a consequence of others’ objections, in addition to envisioning their own potential rebuttals. Whether in external or interiorized form, the dialogic process creates something new, while itself undergoing development. This perspective may be useful in sharpening the definition of the construct of critical thinking and in so doing help to bring together the largely separate strands of work examining it as a theoretical construct, a measurable skill, and an educational objective. Implications for education follow. How might critical thinking as a shared practice be engaged within educational settings in ways that will best support its development? One step is to privilege frequent practice of direct peer-to-peer discourse. A second is to take advantage of the leveraging power of dialogue as a bridge to individual argument – one affording students’ argumentative writing a well-envisioned audience and purpose. Illustrations of this bridging power are presented. Finally, implications for assessment of critical thinking are noted and a case made for the value of commitment to a high standard of critical thinking as a shared and interactive practice.

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Section: Educating Critical Thinkersmentioning

confidence: 99%

Section: Educating Critical Thinkersmentioning

confidence: 99%

Section: Educating Critical Thinkersmentioning

confidence: 99%

See 1 more Smart Citation

Critical Thinking as Discourse

Kuhn¹

2019

Human Development

109

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“…Videostimulated critical reflection of critical moments selected form lessons has been found to be an effective way of encouraging teachers and students to articulate and demonstrate their own understanding of their interactive and discourse practices by provided opportunities for monitoring and self-evaluation. In addition to the provision of more powerful professional development programmes, there is the need for more longitudinal research to provide comprehensive evidence, for both teachers and policy makers, that a dialogic pedagogy encouraging more active student involvement in the guided co-construction of knowledge in whole-class teaching can produce significant gains in student learning as well as social and emotional benefits (Resnick, Asterhan & Clarke with Schantz, 2018).…”

Section: Discussionmentioning

confidence: 99%

Analysing student talk moves in whole-class teaching

Hardman¹

2019

The Routledge International Handbook of Research on Dialogic Education

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International research suggests high-quality classroom talk is central to learning as it engages students and extends their thinking, argumentation and reasoning. Most empirical studies of whole-class teaching focus on teacher talk and the focus on student talk is often taken for granted or is somewhat peripheral to the analysis. This chapter will focus on student talk using a theoretically-grounded discourse-analytical framework. To illustrate the application of the framework, the chapter draws on a data set which formed part of larger study of a professional development programme designed to promote a dialogic pedagogy in the teaching of primary English, mathematics and science in primary schools serving socioeconomically derived areas in England. The framework provides a tool for the microanalysis of 54 lesson transcripts identified as part of the systematic observation of 134 lessons using computerised software. It reveals rich and deep insights into the learning talk engaged in by students and identifies the repertoire of talk moves they used while sharing, explaining arguing and justifying their thinking and building on the ideas of other students.It concludes with a discussion of how the framework could be used by teachers and students to inform their implementation of a dialogic pedagogy to promote greater student participation and learning in whole-class talk.

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“…Broadly speaking, dialogic instruction is associated with increases in both short‐term and long‐term learning (Resnick, Asterhan, & Clarke, 2018) as well as progress toward attaining democratic ideals (Michaels, O’Connor, & Resnick, 2008; Reznitskaya, 2012). We can imagine that metatalk might have some similar benefits.…”

Section: Characteristics Of High‐quality Metatalkmentioning

confidence: 99%