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53.026 - Broadening Opportunities for Classroom Learning With Dialogic Pedagogies
Sun, April 30, 10:35am to 12:05pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 221 CSession Type: Structured Poster Session
Abstract
This session brings together diverse, complementary work on classroom dialogue from 9 teams of key researchers from the US, England, Israel, Czech Republic and Spain. The specific focus is on identifying and developing effective pedagogical approaches for increasing inclusion and ensuring equitable opportunities for learners from diverse backgrounds to participate in dialogues that are productive for learning. Research designs include Randomised Controlled Trials, lesson ratings of argumentation and participation levels/patterns, and in-depth coding of dialogic moves by students and teachers. The session promises to create synergies across interventions and naturalistic studies of teacher variation and aims to move the field forward by identifying promising theoretical frameworks, research methodologies and tools.
Sub Unit
Chair
Papers
1. Classroom Talk, Social Disadvantage, and Educational Attainment: Raising Standards, Closing the Gap - Jan Hardman, University of York; Frank Hardman, University of York
2. The Process of Change: Teacher Growth in Dialogic Pedagogy - Sherice Clarke, University of California - San Diego; Lauren B. Resnick, University of Pittsburgh
3. Challenging Teacher Assumptions About Marginalized Students' Capacity to Participate in Dialogic Pedagogies in Science - Leslie Duhaylongsod, Salem State University; Sarah Michaels, Clark University; Catherine O'Connor, Boston University; Jie Park, Clark University; Renee A. Affolter, University of Massachusetts - Amherst
4. Examining the Impact of Dialogic Literary Gatherings on Reading Comprehension and Prosocial Behavior - Rocio Garcia-Carrion, University of Deusto; Lourdes Villardón-Gallego, University of Deusto
5. How Is Teacher-Student Dialogue Related to Student Participation? - Sara Hennessy, University of Cambridge; Christine Howe, University of Cambridge; Neil McKay Mercer, University of Cambridge; Maria Vrikki, University of Cambridge; Lisa Wheatley, University of Cambridge
6. Compelling Student Voice: Dialogic Practices of Public Confession - Adam Lefstein, Ben Gurion University of the Negev; Aliza Segal, Ben-Gurion University of the Negev
7. Studying Student Framing of Content Questions Across Classrooms - Alythea McKinney, Critical Explorers; Susan Jean Mayer, Critical Exploration Press
8. Measuring Students' Argument Literacy Skills in Speaking, Listening, Reading, and Writing - Alina Reznitskaya, Montclair State University; Ian A. G. Wilkinson, Ohio State University
9. Indicators and Principles of Dialogic Teaching in Teacher Professional Development - Klara Sedova, Masaryk University; Roman Švaříček, Masaryk University