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Full-Text Articles in Education
Toward A More Dialogic Pedagogy: Changing Teachers’ Beliefs And Practices Through Professional Development In Language Arts Classrooms, Ian A.G. Wilkinson, Alina Reznitskaya, Kristin Bourdage, Joseph Oyler, Monica Glina, Robert Drewry, Min Young Kim, Kathryn Nelson
Toward A More Dialogic Pedagogy: Changing Teachers’ Beliefs And Practices Through Professional Development In Language Arts Classrooms, Ian A.G. Wilkinson, Alina Reznitskaya, Kristin Bourdage, Joseph Oyler, Monica Glina, Robert Drewry, Min Young Kim, Kathryn Nelson
Department of Educational Foundations Scholarship and Creative Works
In this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students’ argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking, listening, reading, and writing. The professional development program was focused on promoting teachers’ use of a specific type of talk called ‘inquiry dialogue’ to achieve the goal of developing students’ argument literacy. We used a single-group pretest-posttest design to assess the impact of the professional development on teachers’ epistemological beliefs …
Evaluating Classroom Dialogue Reconciling Internal And External Accountability, Megan Laverty, Maughn Gregory
Evaluating Classroom Dialogue Reconciling Internal And External Accountability, Megan Laverty, Maughn Gregory
Department of Educational Foundations Scholarship and Creative Works
In this article we present an instrument to be used by students and professors to evaluate classroom dialogue. We begin with an explanation of the classroom community of inquiry and why we value it as a pedagogical approach. We then describe our different reasons for evaluating classroom dialogue — including institutional, professional and pedagogical accountability — and describe the inherent conflicts among these reasons. We explain how our evaluation instrument was designed to ameliorate these conflicts. We recount a number of theoretical and practical problems we encountered in designing and implementing the instrument and explain how we attempted to overcome …