Much of the research on dialogue has given us good descriptions of the nature of
participation in talk. Lampert (1990), Alexander (2008), Lefstein and Snell (2011), and others …

Background Beginning in the early 1990s, O'Connor and Michaels independently and then
jointly conducted qualitative research on the ways effective teachers used various discourse …

This commentary reviews the six articles that comprise the Special Issue on 'Advances in
research on classroom dialogue: Learning outcomes and assessments'. The commentary …

Pauline Jones a and Jennifer Hammond b aFaculty of social sciences, university of
Wollongong, Wollongong, australia; bFaculty of arts and social sciences, university of …

While there is consensus that dialogic teaching should involve a repertoire of teaching and
learning talk patterns and approaches, authorities who enjoin teachers to engage in dialogic …

The goal of this special issue is to examine how certain modes of classroom dialogue might
contribute to students' learning outcomes. The articles in this special issue share the idea of …

This chapter looks briefly at how language, specifically dialogic talk, came to influence
theories of learning. It considers a sampling of the evidence on the effects of dialogic …

This volume assembles evidence that under certain circumstances students learn a great
deal more than we directly teach them in school. The central feature that unites this body of …

Dialogue, as a communication form characterized by its commitment to inclusiveness and
rationality, has long been advocated by educators as a mechanism for helping students …

Dialogic teaching is a pedagogical approach that capitalizes on the power of talk to further
students' thinking, learning, and problem solving. The construct is often invoked when …