- Browse
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
Visiting Washington, D.C.
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
Toward a More Dialogic Pedagogy: Improving Student Learning in Science, Mathematics, and Language Arts Education
Mon, April 11, 11:45am to 1:15pm, Convention Center, Floor: Level One, Room 150 BSession Type: Symposium
Abstract
Productive disciplinary engagement is dependent on the use of a dialectic approach to classroom discourse. Yet undertaking such approaches demands a substantial transformation of traditional pedagogy that is overly reliant on IRE dialogue. This session presents four approaches to identifying the features of effective dialogic teaching, drawing from the domains of mathematics, language arts and science. Classifying and identifying the salient features of good interactive classroom discussions that support student learning is essential to: (a) providing a professional language for teacher education and learning; and (b) for evaluating the quality of the discussion. The symposium will offer a valuable synthesis of work to date conducted nationally and internationally.
Sub Unit
Chair
Papers
Developing and Using an Instrument to Assess the Dialectical Potential of Whole-Class Discussions in Teaching Science - Jonathan F. Osborne, Stanford University; Hilda Borko, Stanford University; Evan J Fishman, Stanford University; K.C. Busch, Stanford University; Susan Louise Million, Stanford University; Anita Tseng, Stanford University
Measuring Classroom Conversational Moves: Insights Into Treatment Effects, Student Outcomes, and Longitudinal Changes in Practice - Catherine O'Connor, Boston University; Maria D. LaRusso, Harvard University; Allen G. Harbaugh, Boston University
Using the Argumentation Rating Tool to Support Teacher Facilitation of Inquiry Dialogue in Elementary Language Arts Classrooms - Alina Reznitskaya, Montclair State University; Ian A. G. Wilkinson, Ohio State University; Joe Oyler, Montclair State University; Kristin Bourdage Reninger, Otterbein College
Fostering Classroom Dialogue in Math and Science Classrooms: Changing Teacher Practice by Addressing Purposeful Activities - Alexander Groeschner, University of Paderborn; Ann-Kathrin Pehmer, TU München; Katharina Elisabeth Kiemer, TU München; Tina Seidel, Technische Universität München