Socializing Intelligence Through Academic Talk and Dialogue
Published on 19. April 2015
480 pages
978-0-935302-43-1 (ISBN)
Description
Socializing Intelligence Through Academic Talk and Dialogue focuses on a fast-growing topic in education research. Over the course of 34 chapters, the contributors discuss theories and case studies that shed light on the effects of dialogic participation in and outside the classroom. This rich, interdisciplinary endeavor will appeal to scholars and researchers in education and many related disciplines, including learning and cognitive sciences, educational psychology, instructional science, and linguistics, as well as to teachers curriculum designers, and educational policy makers.
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Lauren B. Resnick | Christa Asterhan | Sherice N. Clarke
Socializing Intelligence Through Academic Talk and Dialogue
Book
04/2015
American Educational Research Association
€236.60
Article not available at the moment
Lauren B. Resnick | Christa Asterhan | Sherice N. Clarke
Socializing Intelligence Through Academic Talk and Dialogue
Book
02/2015
American Educational Research Association
€119.20
Article not available at the moment
Content
- Intro
- Acknowledgments
- Introduction: Talk, Learning, and Teaching
- Prologue: Problematizing Classroom Talk
- Section 1: Effects of Dialogic Participation in and Beyond the Classroom
- Section 2: Dialogic Classroom Cultures
- Section 3: Dialogue in the Digital Age
- Section 4: Theoretical and Methodological Accounts of Learning and Development Through Dialogue
- Section 5: Scaling Dialogic Practice Through Teacher Development
- Epilogue: Discussion Chapters
- References
- Prologue: The Study of Classroom Discourse: Early History and Current Developments
- Section 1: Effects of Dialogic Participation in and Beyond the Classroom
- 3 Dialogue-Intensive Pedagogies for Promoting Reading Comprehension: What We Know, What We Need to Know
- 4 Effective Classroom Talk Is Reading Comprehension Instruction
- 5 Social and Cognitive Development During Collaborative Reasoning
- 6 Developing Norms of Discourse
- 7 An Exploration of Teacher Practices in Relation to Profiles of Small-Group Dialogue
- 8 The Role of Dialogue in Philosophy for Children
- 9 "Scaling Down" to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study
- 10 The Effects of Cognitive Acceleration
- Section 2: Dialogic Classroom Cultures
- 11 Uncertainty and Scientific Progress in Classroom Dialogue
- 12 Discussing Argumentative Texts as a Traditional Jewish Learning Practice
- 13 The Right to Speak
- 14 Discursive Cultures of Learning in (Everyday) Mathematics Teaching: A Video-Based Study on Mathematics Teaching in German and Swiss Classrooms
- Section 3: Dialogue in the Digital Age
- 15 Accountable Talk and Learning in Popular Culture: The Game/Affinity Paradigm
- 16 Introducing Online Dialogues in Co-Located Classrooms: If, Why, and How
- 17 Computer-Supported Academically Productive Discourse
- 18 How Technology Is Broadening the Nature of Learning Dialogues
- Section 4: Theoretical and Methodological Accounts of Learning and Development Through Dialogue
- Chapter 19: Why All This Talk About Talking Classrooms? Theorizing the Relation Between Talking and Learning
- The Talking Classroom: The Basic Question
- A Common Answer: Why It Is Unsatisfactory and What We Need to Find a Better One
- Preparing the Tools: Theorizing the Relation Between Talking and Learning
- Using the Tools: What Forms of Talk Can Promote Learning?
- Notes
- References
- Chapter 20: Classroom Talk Sequences and Learning
- Contribution Sequences
- Hypotheses About Sequences
- Type 1: IRE
- Type 2: IRF
- Type 3: IRQA
- Type 4: IRRE and IRRF
- Discussion
- Other Aspects of Learning in Participation
- Note
- References
- Chapter 21: Dialogue Patterns in Peer Collaboration That Promote Learning
- Our Learning Perspective, Framework, and Examples of Dialogue Patterns
- A Framework for Engagement Activities and the Constructive-Active-Passive Hypothesis
- A Variety of Dialogue Patterns in the CAP Framework
- Collaborative Learning Data
- Individual Partner's Learning Within Constructive-Passive
- Dialogue Pattern Determines Amount of Learning
- Why Collaborative Learning Is Not Always Better Than Individual Learning
- Conclusions
- Acknowledgment
- Note
- References
- Chapter 22: Accounting for Socializing Intelligence With the Knowledge-Learning-Instruction Framework
- KLI Framework
- Knowledge Components in CASE
- Is Classroom Talk a Demonstration of Learning?
- Can Hypothesized KCs Produce Improvement on Transfer Assessments?
- Deep Learning Takes Time and Repetition in Varied Contexts
- Need for Learning Process Data
- Discussion and Conclusions
- Alternative Hypothesis: Is Intelligence Improved?
- Hugging for Thinking Skills, Bridging for Domain Principles
- Necessary and Unnecessary Features of Dialogic Instruction
- Explaining Long-Term Transfer: Status and Future Research
- Notes
- References
- Methodological Accounts
- Chapter 23: What Sociolinguistics and Machine Learning Have to Say to Each Other About Interaction Analysis
- Machine Learning: Toward Conceptual Tools for Effective Use
- Operationalization of Culture Change
- Moving Forward
- Acknowledgment
- References
- Chapter 24: Statistical Discourse Analysis
- Addressing Analytic Difficulties With Statistical Discourse Analysis
- Overall Data Set Issues
- Dependent Variable Issues
- Explanatory Variable Issues
- Three Studies
- Example 1: Modeling Students' New Ideas and Justifications
- Example 2: Pivotal Moments During Online Forums
- Example 3: Teacher Reflections and Practice
- Discussion
- Limitations
- Future Research
- Acknowledgment
- Note
- References
- Chapter 25: Improving Teaching at Scale: Design for the Scientific Measurement and Learning of Discourse Practice
- Measurement Considerations in Historical Perspective
- The Analyzing Teaching Moves Guide
- Measurement Considerations for the ATM Guide
- Why Focus on Discourse?
- The ATM Guide as a Tool for Teacher Learning
- Teacher Learning Considerations for the Design of the ATM Guide
- Using Visualizations to Communicate Teaching Constructs
- Conclusion
- Notes
- References
- Theoretical Accounts
- Section 5: Scaling Dialogic Practice Through Teacher Development
- 26 Teacher Dialogue That Supports Collaborative Learning in the Classroom
- 27 Conceptualizing Talk Moves as Tools: Professional Development Approaches for Academically Productive Discussions
- 28 Positioning Novice Teachers as Agents in Learning Teaching
- 29 Orchestrating Productive Mathematical Discussions: Helping Teachers Learn to Better Incorporate Student Thinking
- 30 Sequencing Academically Productive Talk in English Language Arts
- 31 The Challenges of Scale
- 32 Embedding Dialogic Teaching in the Practice of a Large School System
- Epilogue
- 33 Dialogic Pedagogy at Scale: Oblique Perspectives
- 34 Talking to Learn: The Promise and Challenge of Dialogic Teaching
- Name Index
- Subject Index
- About the Contributors
