Classroom Dialogue and Learning
Dr Victoria Cook, Dr Louis Major, Dr Sara Hennessy with Farah Ahmed, Elisa Calcagni and other colleagues from the Cambridge Educational Dialogue Research Group (CEDiR) | View as single page | Feedback/Impact
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Classroom Dialogue and Learning Evidence What is Classroom Dialogue Combining dialogue and digital technology How to develop a more dialogic approach to learning and teaching Case studies |
ReferencesAlexander R (2017) Towards Dialogic Teaching: Rethinking Classroom Talk. Thirsk: Dialogos. Berry, R.A.W. (2006). Teacher talk during whole-class lessons: Engagement strategies to support the verbal participation of students with learning disabilities. Learning Disabilities Research & Practice, 21, 211–232. Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2002) Working Inside the Black Box: assessment for learning in the classroom. London, King's College School of Education. Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28, 1315–1346. Dawes, L., Fisher, E. & Mercer, N. (1992). The quality of talk at the computer. Language and Learning, October, 22-25. Fivush, R. & Schwarzmueller, A. (1998) ‘Children remember childhood: implications for childhood amnesia’, Applied Cognitive Psychology, 12, 455-73. Hart, B.H. & Risley, T.R. (1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes. Howe, C., & Abedin, M. (2013). Classroom Dialogue: a systematic review across four decades of research. Cambridge Journal of Education, 43, 325–356. https://doi.org/10.1080/0305764X.2013.786024 James, M. (2008) Assessment and Learning. In: Swaffield, S. (ed) Unlocking Assessment: Understanding for reflection and application. London and New York, Routledge Littleton, K. & Mercer, M. (2013) Interthinking: putting talk to work. London: Routledge. Mercer, N. (1995). The Guided Construction of Knowledge: Talk Amongst Teachers and Learners. Clevedon: Multilingual Matters. Mercer, N., Hennessy, S., & Warwick, P.T. (2017). Dialogue, thinking together and digital technology in the classroom: some educational implications of a continuing line of inquiry. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2017.08.007 Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value of sociocultural theory. Learning. Culture and Social Interaction,1(1), 12–21. Mortimer, E. & Scott, P. (2003). Meaning Making in Secondary Science Classrooms. Maidenhead, UK: Open University Press. Reese, E., Haden, C.A., & Fivush, R. (1993) ‘Mother-child conversations about the past: relationships of style and memory over time.’ Cognitive Development 8: pp 403-430. Vygotsky, L.S. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). Cambridge, Mass.: MIT Press. Vygotsky, L.S. (1978). Mind in society: the development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Eds.). Cambridge, Mass. : Harvard University Press. Wolf, M., Crosson, A. & Resnick, L. (2006). Accountable talk in reading comprehension instruction. CSE technical report 670. Learning and Research Development Center, University of Pittsburgh. Wolfe, S. & Alexander, R. J. (2008) Argumentation and dialogic teaching: alternative pedagogies for a changing world. London: FutureLab. |
