Collaborative reasoning: a dialogic approach to group discussions

Reznitskaya, Alina; Kuo, Li Jen; Clark, Ann; Miller, Brian; Jadallah, May; Anderson, Richard C.; Nguyen-Jahiel, Kim

doi:10.1080/03057640802701952

Cited by 216 publications

(143 citation statements)

References 29 publications

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“…Expanding on this conceptualisation, Neil Mercer identified the characteristics of three discourse types commonly observed in pupils' talk: disagreement and individualised decision-making in disputational talk; passive and uncritical engagement in cumulative talk; and, constructive engagement in exploratory talk (1995). Building on these and other conceptualisations of productive dialogue (Resnitskaya et al, 2009;Michaels, O'Connor & Resnick, 2008;Brown & Palincsar, 1989;Azmitia, 1998), this paper draws on a study which describes collaborative talk as a process of participating, understanding and managing, placing emphasis on the need for speakers to manage contributions and drive discussion towards a conclusion which represents the understanding of all speakers (see Newman, 2014).…”

Section: Literature Review: Collaborative Talk and Votingmentioning

confidence: 99%

‘All in Favour, Say Aye!’ Voting in Pupils’ Collaborative Talk

Newman

2015

Changing English

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'All in favour, say I!' Voting in pupils' collaborative talkThis paper draws on the findings of an ESRC and British Telecom funded project which explored the teaching of collaborative talk in the secondary English classroom. During the analysis of the video data collected, voting was observed as a strategy in pupils' collaborative decision-making. Converse to its democratic purpose, the vote was often initiated as a means of dominating or controlling the outcome of a collaborative task. Yet, some pupils challenged the use of the vote as their awareness of collaborative talk processes developed. In one group, the vote appeared to 'scaffold' the participation of a reluctant collaborator.Through the presentation of transcripts, this paper explores the nature and implications of the vote as used by pupils in collaborative talk. It contributes to understanding of pupils' independent talk in the classroom and prompts consideration of the vote as a productive tool in pupils' decision-making.

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Section: Literature Review: Collaborative Talk and Votingmentioning

confidence: 99%

‘All in Favour, Say Aye!’ Voting in Pupils’ Collaborative Talk

Newman

2015

Changing English

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“…Daniel, Lafortune, Pallascio, Splitter, Slade & de la Garza (2005) proved that dialogic teaching leads to the development of students' metacognitive thinking. Resnitskaya et al (2009) summarised research findings that showed that dialogic teaching develops students' argumentation skills.…”

Section: Teachers As Creators Of Dialogic Teachingmentioning

confidence: 99%

On the Way to Dialogic Teaching: Action Research as a Means to Change Classroom Discourse

Šeďová¹,

Švaříček²,

Sedláček³

et al. 2014

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“…In dialogic teaching, classroom discourse is used as an external arena where students can practice using tools of rational and collective thinking (Reznitskaya & Gregory, 2013). In dialogic education, therefore, students talk often and produce elaborate utterances containing arguments and reasoning (Reznitskaya et al, 2009). To reach such a stage, however, student talk needs to be supported by teachers who stimulate students to produce complex expressions and create spaces for open discussion (see, for example, Nystrand, Gamoran, Kachur, & Prendergast, 1997).…”

Section: Introductionmentioning

confidence: 99%