Positively Transforming Classroom Practice Through Dialogic Teaching

Reznitskaya, Alina; Wilkinson, Ian A. G.

doi:10.1002/9781118996874.ch17

Cited by 7 publications

(3 citation statements)

References 47 publications

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“…Recent research has found that classes with a more conversational approach had higher learning results than classrooms in which teachers speak more (Alexander, 2020;Hennessy & Davies, 2020;Resnick, Asterhan, Clarke, & Schantz, 2018). The more students are participating orally in the classroom discussion the more they are getting better learning outcomes (Bignell, 2019;Reznitskaya & Wilkinson, 2015).…”

Section: Dialogic Teachingmentioning

confidence: 99%

Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores

Elghotmy

2023

مجلة کلية التربية - جامعة المنوفية

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The current research investigates the effectiveness of a program based on integrating instructional scaffolding interaction cycle into dialogic teaching in developing Faculty of Education sophomores' EFL listening and speaking skills. The participants of the research comprised seventy-six students. They were drawn randomly from second year students enrolled in the Faculty of Education, Menoufia university. The participants were divided into two groups; experimental (38) and control (38). The research adopted the quasi-experimental pre-posttest design. The experimental group received instruction based on integrating instructional scaffolding interaction cycle into dialogic teaching, while the control group received regular instruction. The instruments included EFL listening and speaking skills pre-posttests and a rubric for scoring the speaking test. The findings revealed that using a program based on integrating instructional scaffolding interaction cycle into dialogic teaching positively affected Faculty of Education sophomores' EFL listening and speaking skills.

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Section: Dialogic Teachingmentioning

confidence: 99%

Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores

Elghotmy

2023

مجلة کلية التربية - جامعة المنوفية

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“…Una enseñanza que vaya más allá del conocimiento (Simpson, 2016), poniendo mayor énfasis en una fórmula inclusiva, basada en "el respeto y la celebración de la diferencia" (Freire, 2008), que sea conversacional y dialógica, siempre constructiva, e "integradora 4 " sobre todo en el caso de una educación especial (Castillo-Rodríguez y Garro-Gil, 2015), donde se gane la confianza de los estudiantes y se muestre mayor empatía con sus dificultades y en la que se le conceda a la labor e implicación del docente un papel esencial (Alexander et al, 2017;Asterhan et al, 2020;Kim y Wilkinson, 2019;Mitchell y Sutherland, 2020;Reznitskaya y Wilkinson, 2015;Reznitskaya y Gregory, 2013;Sedova et al, 2016;entre otros).…”

Section: Contexto Y Aplicación Pedagógicaunclassified

Didáctica del podcast en el programa PMAR. Una experiencia de aula en la Comunidad de Madrid

Conde

González

Gil

2021

RIED

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Este artículo desarrolla un análisis de tipo experimental, transversal y descriptivo en el que se plantea la ‘didáctica del podcast’. Cuenta con una estructura monográfica de acuerdo con la contextualización, diagnóstico y justificación de un proyecto educativo, como una posible solución práctica a un problema real en alumnos de 2º de Secundaria, acogidos a PMAR (Programa de Mejora del Aprendizaje y del Rendimiento) y matriculados en un Instituto de Educación Secundaria de la Comunidad de Madrid (España). Un programa oficial que se concibe como una medida de atención a la diversidad, con una metodología y programación académica específica. Para ello, se optó por una investigación cualitativa, de acción participativa y dialógica, que tiene como base las perspectivas y acciones de los participantes a través del sistema podcasting. Esto ayudó a comprender y profundizar en el fenómeno específico de este estudio, cuyo fin es presentar un análisis de resultados y una serie de conclusiones. Se emprendió para ello un proceso práctico desarrollado con estos estudiantes, en el ámbito sociolingüístico, que nos permita determinar sus avances cognitivos y emocionales, y en qué medida los docentes utilizamos materiales didácticos innovadores, como estrategia lúdica, adecuada, en el proceso de enseñanza-aprendizaje.

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“…More information about the design of both programs is provided in section 2.1. in teaching practice. Until now, a number of studies have examined the effects of TPD by investigating changes in teachers' knowledge and practices as well as student achievement (Reznitskaya & Wilkinson, 2015;Sedova, Sedlacek, & Svaricek, 2016). Hattie (2009), for example, summarized findings from more than 50 000 studies and reported a mean effect size of d = 0.62 for the effect TPD has on student achievement.…”

Section: Introduction Of the Problemmentioning

confidence: 99%

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

Alles¹,

Seidel²,

Gröschner³

2017

IES

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Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared it to the classroom practice of teachers in a traditional control group. We conducted video analysis (N = 20 lessons) of teaching practices at the beginning (pre-test) and at the end of the school year (post-test). Furthermore, we performed video analysis of intervention group teacher discussions during DVC meetings (N = 6 meetings). Comparative analysis between groups revealed changes in teaching practices towards better goal clarity for DVC teachers in comparison to the traditional control group. In-depth analysis of teacher discussions during DVC meetings showed that teachers continuously focused on goal clarity as the content of teacher professional development (TPD). They shared learning experiences and were actively involved in TPD learning activities. The study illustrates how components of effective TPD programs (content focus, social and active learning) translated into redefining and changing the teaching practice.

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Positively Transforming Classroom Practice Through Dialogic Teaching

Cited by 7 publications

References 47 publications

Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores

Integrating Instructional Scaffolding Interaction Cycle into Dialogic Teaching to Enhance EFL Listening and Speaking Skills Among Faculty of Education Sophomores

Didáctica del podcast en el programa PMAR. Una experiencia de aula en la Comunidad de Madrid

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

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