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The Role of Teacher Practice in Promoting Academically Productive Student Dialogue: Past, Present, and Future
Mon, April 11, 4:30 to 6:00pm, Convention Center, Floor: Level One, Room 150 ASession Type: Symposium
Abstract
This symposium brings together four long-standing research programs focused on identifying teacher practices, and ways of supporting teachers to use them, that promote academically productive dialogue in classrooms. The concerns of all four research programs are to understand (1) the specifics of student dialogue that are most important for a wide variety of student outcomes, (2) the teacher’s role in promoting high-quality dialogue in classrooms, and (3) how to support teachers to engage in practices that will lead to high-quality dialogue in diverse classrooms. This session will show the development of this work, including the origins from multiple research perspectives and traditions, the current state of knowledge, and innovative agendas for research on the near and far horizons.
Sub Unit
Chair
Papers
Promoting Academically Productive Student Dialogue - Annemarie S. Palincsar, University of Michigan; Meredith Baker, University of Michigan - Ann Arbor; Miranda Fitzgerald, University of Michigan - Ann Arbor; Carrie-Anne Sherwood, University of Michigan
Supporting Teachers in Taking Up Productive Talk Moves: Challenges of Professional Learning at Scale - Catherine O'Connor, Boston University; Sarah Michaels, Clark University
Teacher Practices That Promote Productive Dialogue and Learning in Mathematics Classrooms - Noreen M. Webb, University of California - Los Angeles; Megan L. Franke, University of California - Los Angeles; Marsha M. Ing, University of California - Riverside; Angela Chan Turrou, University of California - Los Angeles; Nicholas Charles Johnson, University of California - Los Angeles; Joy Zimmerman, University of California - Los Angeles
Promoting Academically Productive Student Dialogue: A Personal Journey - Robyn Margaret Gillies, The University of Queensland