| Description |
1 online resource (xxiv, 689 pages) |
| Series |
The Routledge international handbook series |
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Routledge international handbook series.
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| Contents |
Towards a dialogic theory of education for the Internet age / Rupert Wegerif -- Dialogism and education / David Skidmore -- Who's talking? (and what does it mean for 'us'?) / Kim Davies and Peter Renshaw -- Educational processes and dialogical construction of self / Giuseppina Marsico, Luca Tateo, Ramon Cerqueira Gomes and Virgi̹nia Dazzani -- Linguistic ethnographic analysis of classroom dialogue / Adam Lefstein and Julia Snell -- Collaborative argumentation-based learning / Michael J. Baker, Jerry Andriessen and Baruch B. Schwarz -- Learning, discursive faultiness, and dialogic engagement / Anna Sfard -- Dialogic educational approaches in Ibero-American countries: a systematic mapping review / Juan Manuel Fernandez-Cardenas and Sergio Reyes-Angona -- Metatalk for dialogic turn in the first years of schooling / Christine Edwards-Groves and Christina Davidson -- Embedding a dialogic pedagogy in the classroom: what is the research telling us? / Frank Hardman -- Analysing student talk moves in whole-class teaching /Jan Hardman -- Visual learning analytics to support classroom discourse analysis for teacher professional learning and development / Gaowei Chen -- Classroom dialogue and student attainment: distinct roles for teacher-led and small-group interaction? / Christine Howe, Sara Hennessy and Neil Mercer -- Distinctively democratic discourse in classrooms / Susan Jean Mayer, Catherine O'Connor and Adam Lefstein -- Teachers' collaborative dialogues in contexts of lesson study / Peter Dudley and Maria Vrikki -- How dialogic teachers create the dialogic classroom: lessons from Japanese teachers / Kiyotaka Miyazaki -- Teacher professional development to support classroom dialogue: challenges and promises / Sara Hennessy and Maree Davies -- Designing professional development to support teachers' facilitation of argumentation / Alina Reznitskaya and Ian A.G. Wilkinson -- Attitudes towards dialogic teaching and the choice to teach: the role of preservice teachers' perceptions on their own school experience / Alexander Groschner, Miriam F. Jähne and Susi Klass -- Oracy education: the development of young people's spoken language skills / Neil Mercer, James Mannion and Paul Warwick -- A dialogic approach to understanding and promoting literacy practices in the primary classroom / Sylvia Rojas-Drummond -- Dialogue-intensive pedagogies for promoting literature thinking / Ian A.G. Wilkinson, Anna O. Soter, P. Karen Murphy and Sarah C. Lightner -- Reading as a transaction of meaning making: exploring the dialogic space between texts and readers / Fiona Maine -- Research on dialogic literary gatherings / Marta Soler Gallart -- Writing talk: developing metalinguistic understanding through dialogic teaching / Debra Myhill and Ruth Newman -- Mapping the terrain of dialogic literacy pedagogies / Maren Aukerman and Maureen Boyd -- 'Affordances for dialogue': the role of digital technology in supporting productive classroom talk / Louis Major and Paul Warwick -- Establishing and maintaining joint attention in classroom dialogues: digital technology, microblogging and ground rules / Ingvill Rasmussen, Anja Amundrud and Sten Ludgvigsen -- Designing a dialogic technology-enhanced pedagogy to support collaborative creativity / Manali Pifarre -- Researching the materiality of communication in an educational makerspace: the meaning of social objects / Kristiina Kumpulainen, Antti Rajala and Anu Kajamaa -- The polyphonic model of collaborative learning / Stefan Trausan-Matu -- Progressive dialogue in computer-supported collaborative knowledge building / Carol K.K. Chan, Yuyao Tong and Jan van Aalst -- Democratization and education: conditions and technology for dialogic transformative political education / Benzi Slakmon and Baruch Schwarz -- Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning / Judith Kleine Staarman and Jaume Ametller -- Triangulating identity, groups and objects: a university case / M. Beatrice Ligorio, Francesca Amenduni and Katherine McLay -- The details matter in mathematics classroom dialogue / Noreen M. Webb, Megan L. Franke, Marsha Ing, Nicholas C. Johnson and Joy Zimmerman -- The role of dialogue in science epistemic practices / Aik-Ling Tan and Kok Sing Tang -- The future of dialogic education: an opportunity and a challenge / Lauren B. Resnick, Melissa E. Libertus and Faith Schantz -- Dialogic thinking together towards abstract reasoning / Paul Webb -- Dialogue and shared cognition: an examination of student-student talk in the negotiation of mathematical meaning during collaborative problem solving / David Clarke and Man Ching Esther Chan -- Interactions and dialogue in education: dialogical tensions as resources or obstacles / Michele Grossen and Nathalie Muller Mirza -- Understanding conflict transformation dialogue through coding based on Buber and Rogers / Toshiyasu Tsuruhara and Hilary Cremin -- Creating an 'ethic of care' in a vertical tutor group: addressing student's challenges through dialogue / Rupert Higham and Hans De Vynck -- The power of a dialogical framework to articulate collaborative learning in the 21st century / Yifat Ben-David Kolikant and Sarah Pollack -- The potential of halaqah to be a transformative Islamic dialogic pedagogy / Farah Ahmed -- Exploring the impact of interactive groups: dialogic interactions involving families and community members / Ramon Flecha -- Dialogic pedagogy in a post-truth world / Robin Alexander |
| Summary |
"The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world's leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. Expertly written and researched, the handbook marks the coming of age of Dialogic Education as a an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Masters level courses in Education and postgraduate teacher training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Neil Mercer is Emeritus Professor of Education at the University of Cambridge, where he is also the Director of Oracy Cambridge: the Hughes Hall Centre for Effective Spoken Communication and a Life Fellow of the college Hughes Hall. Rupert Wegerif is Professor of Education at the University of Cambridge where he co-leads the Cambridge Educational Dialogue Research (CEDiR) Group. Louis Major is a Senior Research Associate at the University of Cambridge interested in the role of technology in supporting educational dialogue and interaction |
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Print version record |
| Subject |
Communication in education.
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Teacher-student relationships.
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EDUCATION -- General.
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Communication in education
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Teacher-student relationships
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| Genre/Form |
handbooks.
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Handbooks and manuals.
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Guides et manuels.
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| Form |
Electronic book
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| Author |
Mercer, Neil, editor.
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Wegerif, Rupert, 1959- editor.
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Major, Louis (Louis Christopher), 1985- editor
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| LC no. |
2019981399 |
| ISBN |
0429441673 |
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9780429441677 |
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9780429806759 |
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0429806752 |
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9780429806742 |
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0429806744 |
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9780429806766 |
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0429806760 |
|
