Shifting the primary focus: assessing the case for dialogic education in secondary classrooms

Higham, Rupert; Brindley, Sue; Pol, Janneke van de

doi:10.1080/09500782.2013.771655

Cited by 31 publications

(12 citation statements)

References 22 publications

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“…However, in the literature the term has been elaborated in the classroom context using differing conceptualisations and terminologies (such as accountable talk, dialogic inquiry, exploratory talk, dialogic teaching, also elaborated in Section 2). While each of these has broadened and deepened our understanding of the field, this proliferation has prevented dissemination of a coordinated message that may ultimately have a stronger impact on policy and practice (Higham, Brindley, & Van de Pol, 2014). Nevertheless, there is an emerging consensus about the forms of educational dialogue that seem to be productive for learning (e.g.…”

Section: Introductionmentioning

confidence: 98%

“…We exemplify how communicative acts (CA) and clusters that categorise them are assigned and help to characterise dialogic exchanges within lessons. Prior research was mostly conducted in primary schools owing to their greater flexibility and holistic approach that is more conducive to dialogue (Higham et al, 2014), but we include an excerpt from a secondary classroom too. One example is predominantly peer group interaction around a natural science topic, the other is a whole class dialogue in a history lesson.…”

Section: Introductionmentioning

confidence: 99%

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Developing a coding scheme for analysing classroom dialogue across educational contexts

Hennessy

Rojas-Drummond

Higham

et al. 2016

Learning, Culture and Social Interaction

232

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Developing a coding scheme for analysing classroom dialogue across educational contexts

Hennessy

Rojas-Drummond

Higham

et al. 2016

Learning, Culture and Social Interaction

232

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“…In the past decade, there has been an increase in research on the value of classroom talk-in particular, talk that fits with the concept of dialogic teaching-that cites the benefits as improvements to students' critical thinking, understanding and performance (e.g. Howe & Abedin, 2013;Higham et al, 2014). However to date, most of this research has been in elementary/primary schools (e.g.…”

Section: Introductionmentioning

confidence: 99%

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Davies

Kiemer

Meissel

2017

British Educational Res J

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This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students.

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“…Highman, Brindley, and Van de Pol (2014) argued that no studies have focused on "the distinct challenges and affordances of promoting dialogue in secondary context, nor exploring the notion that the nature of dialogues may be linked to subject epistemology" (p. 88). They further conducted research to determine why dialogic education research is predominantly in the primary school settings (Highman et al, 2014).…”

Section: A84mentioning

confidence: 99%

Classroom community and discourse: How argumentation emerges during a Socratic circle

Brown

2016

Dialogic Pedagogy Journal

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Literacy and language development is a central aspect of educational theory and practice. One area of literacy and rowlanguage research that has had a lot of attention is dialogic teaching (Bakhtin, 1984;Freire, 1970; Murphey, Wilkinson, Soter, Hennessey, & Alexander, 2009;Reznitskaya & Gregory, 2013 Keywords: dialogic teaching, exploratory talk, literacy, adolescents, argumentation, Socratic circlesAlexis Carmela Brown is a PhD student in the department of Curriculum and Instruction at the University of Victoria, with a focus is in Language and Literacy. She is also a high school teacher and has worked in urban, rural and alternative classroom settings. Her research topics of interest include dialogic pedagogy, socio-cultural theory, critical literacies, and content-area literacy instruction for adolescents and marginalized youth. AcknowledgementsI would like to express my sincere gratitude to the editors and peer reviewers who provided insightful and constructive feedback, opened up a dialogue, and encouraged me throughout the revising process. I would also like to thank Deborah Begoray and Sylvia Pantaleo who provided me with invaluable feedback as I worked through this manuscript. Finally, I would like to acknowledge and thank Wolff-Michael Roth for his endless support and encouragement during the analysis and writing process.

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Shifting the primary focus: assessing the case for dialogic education in secondary classrooms

Cited by 31 publications

References 22 publications

Developing a coding scheme for analysing classroom dialogue across educational contexts

Developing a coding scheme for analysing classroom dialogue across educational contexts

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Classroom community and discourse: How argumentation emerges during a Socratic circle

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