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| Introduction to the Routledge International Handbook of Research on Dialogic Education |
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1 | (8) |
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Rupert Wegerif Neil Mercer |
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SECTION I The theory of dialogic education |
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9 | (110) |
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Introduction to the theory of dialogic education |
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11 | (3) |
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1 Towards a dialogic theory of education for the Internet Age |
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14 | (13) |
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2 Dialogism and education |
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27 | (11) |
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3 Who's talking? (and what does it mean for `us'?): Provocations for beyond Humanist dialogic pedagogies |
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38 | (12) |
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4 Educational processes and dialogical construction of Self |
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50 | (13) |
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5 Linguistic ethnographic analysis of classroom dialogue |
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63 | (13) |
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6 Collaborative argumentation-based learning |
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76 | (13) |
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7 Learning, discursive faultiness and dialogic engagement |
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89 | (11) |
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8 Dialogic educational approaches in Ibero-American countries: A systematic mapping review |
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100 | (19) |
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Juan Manuel Fernandez-Cardenas |
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SECTION II Classroom dialogue |
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119 | (92) |
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121 | (4) |
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9 Metatalk for a dialogic turn in the first years of schooling |
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125 | (14) |
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10 Embedding a dialogic pedagogy in the classroom: What is the research telling us? |
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139 | (13) |
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11 Analysing student talk moves in whole-class teaching |
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152 | (15) |
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12 Visual learning analytics to support classroom discourse analysis for teacher professional learning and development |
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167 | (15) |
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13 Classroom dialogue and student attainment: Distinct roles for teacher-led and small-group interaction? |
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182 | (14) |
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14 Distinctively democratic discourse in classrooms |
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196 | (15) |
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SECTION III Dialogue, teachers and professional development |
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211 | (76) |
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Dialogue, teachers and professional development |
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213 | (4) |
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15 Teachers' collaborative dialogues in contexts of Lesson Study |
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217 | (10) |
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16 How dialogic teachers create the dialogic classroom: Lessons from Japanese teachers |
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227 | (11) |
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17 Teacher professional development to support classroom dialogue: Challenges and promises |
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238 | (16) |
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18 Designing professional development to support teachers' facilitation of argumentation |
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254 | (15) |
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19 Attitudes towards dialogic teaching and the choice to teach: The role of preservice teachers' perceptions on their own school experience |
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269 | (18) |
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SECTION IV Dialogic education for literacy and language |
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287 | (100) |
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Section introduction: Dialogic education for literacy and language |
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289 | (3) |
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20 Oracy education: The development of young people's spoken language skills |
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292 | (14) |
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21 A dialogic approach to understanding and promoting literacy practices in the primary classroom |
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306 | (14) |
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22 Dialogue-intensive pedagogies for promoting literate thinking |
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320 | (16) |
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23 Reading as a transaction of meaning making: Exploring the dialogic space between texts and readers |
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336 | (12) |
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24 Research on dialogic literary gatherings |
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348 | (12) |
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25 Writing talk: Developing metalinguistic understanding through dialogic teaching |
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360 | (13) |
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26 Mapping the terrain of dialogic literacy pedagogies |
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373 | (14) |
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SECTION V Dialogic education and digital technology |
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387 | (138) |
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Section introduction: Dialogic education and digital technology |
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389 | (5) |
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27 Affordances for dialogue: The role of digital technology in supporting productive classroom talk |
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394 | (17) |
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28 Establishing and maintaining joint attention in classroom dialogues: Digital technology, microblogging and ground rules |
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411 | (14) |
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29 Designing a dialogic technology-enhanced pedagogy to support collaborative creativity |
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425 | (14) |
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30 Researching the materiality of communication in an educational makerspace: The meaning of social objects |
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439 | (15) |
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31 The polyphonic model of collaborative learning |
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454 | (15) |
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32 Progressive dialogue in computer-supported collaborative knowledge building |
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469 | (16) |
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33 Democratization and education: Conditions and technology for dialogic transformative political education |
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485 | (12) |
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34 Pedagogical link-making with digital technology in science classrooms: New perspectives on connected learning |
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497 | (12) |
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35 Triangulating identity, groups and objects: A university case |
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509 | (16) |
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SECTION VI Dialogic education in science and mathematics |
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525 | (68) |
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Dialogic education in science and mathematics |
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527 | (3) |
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36 The details matter in mathematics classroom dialogue |
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530 | (17) |
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37 The role of dialogue in science epistemic practices |
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547 | (12) |
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38 The future of dialogic education: An opportunity and a challenge |
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559 | (11) |
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39 Dialogic thinking together towards abstract reasoning |
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570 | (11) |
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40 Dialogue and shared cognition: An examination of student--student talk in the negotiation of mathematical meaning during collaborative problem solving |
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581 | (12) |
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SECTION VII Dialogic education for transformative purposes |
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593 | (94) |
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Dialogic education for transformative purposes |
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595 | (2) |
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41 Interactions and dialogue in Education: Dialogical tensions as resources or obstacles |
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597 | (13) |
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42 Understanding conflict transformation dialogue through coding based on Buber and Rogers |
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610 | (12) |
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43 Creating an `ethic of care' in a vertical tutor group: Addressing students' challenges through dialogue |
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622 | (12) |
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44 The power of a dialogical framework to articulate collaborative learning in the 21st century |
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634 | (13) |
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45 The potential of halaqah to be a transformative Islamic dialogic pedagogy |
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647 | (13) |
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46 Exploring the impact of Interactive Groups: Dialogic interactions involving families and community members |
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660 | (12) |
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47 Dialogic pedagogy in a post-truth world |
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672 | (15) |
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| Index |
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687 | |
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