Following a Model Isn't Stealing: A Qualitative Metasynthesis on Dialogic Approach to Teaching and Learning

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Constructing Knowledge Through Dialogue: Languaging and Reflection in Educational Practice (Table 3)

Abstract

This qualitative metasynthesis rooted in Sandulowski and Barosso (2006) postulates aimed to track development of the field of dialogic approach to teaching and learning (DATL). Quite successful in the educational systems within the Commonwealth of Nations, this approach was also studied by the American researchers. Regardless of multiple positive effects from DATL on student learning, DATL has not been widely implemented in the American classrooms. This metasynthesis paper, written in two phases: first scoping research of 1985-2015 and furthered in 2015-2025 was narrowed to 75 publications. Major purpose of this work is to deliver the findings from four decades of research and practice in an attempt to bring the positive changes into the American school curriculums.

Author

• Olga Gould-Yakovleva, Independent Researcher