The Right to Speak

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 have described some of the complexity of rigorous and academically productive dialogue. Adey and Shayer (1990); Kuhn, Shaw,...

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Bibliographische Detailangaben
1. Verfasser:	Sherice N. Clarke
Format:	Buchkapitel
Sprache:	eng
Schlagworte:	Academic learning Applied psychology Arts Behavioral sciences Class discussion Classroom techniques Cognitive processes Cognitive psychology Collaborative learning Communications Conceptualization Dialogism Economic disciplines Economics Education Educational personnel Educational psychology Educators Employment Formal education Foundations of education Labor economics Language Learner engagement Learning Learning styles Linguistics Literary studies Literary theory Literature Narratives Occupations Outcomes of education Pedagogy Psychology Social sciences Teachers Teaching methods Thought processes
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Beschreibung
Zusammenfassung:	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 have described some of the complexity of rigorous and academically productive dialogue. Adey and Shayer (1990); Kuhn, Shaw, and Felton (1997); and Mercer, Wegerif, and Dawes (1999) have examined the effects of engagement in dialogue on learning outcomes and discourse development. Collectively, these studies constitute a growing corpus of research on dialogic instruction, which helps provide an evidence base for why talk matters and why rigorous discursive pedagogy should be a widespread