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Examining Transfer Effects From Dialogic Discussions To New Tasks And Contexts, Alina Reznitskaya, Monica Glina, Brian Carolan, Olivier Michaud, Jon Rogers, Lavina Sequeira

Department of Educational Foundations Scholarship and Creative Works

This study investigated whether students who engage in inquiry dialogue with others improve their performance on various tasks measuring argumentation development. The study used an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the development of individual argumentation. Using quasi-experimental research design, we randomly assigned 12 fifth-grade classrooms to two treatment conditions: P4C and Regular Instruction (REG). To document treatment fidelity, we analyzed 36 systematically selected discussion transcripts focusing on various features of classroom discourse. To evaluate transfer performance, we administered 3 post-intervention measures, including an interview, a persuasive …