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Dialogic teaching, inclusive education, secondary school, teaching practice, teaching professional development, dialogue
Alexander, R.J. (2017). Towards dialogic teaching: Rethinking classroom talk. Dialogos.
Alexander, R.J., Hardman, F.C., & Hardman, J. (2017). Changing talk, changing thinking: Interim report from the in-house evaluation of the CPRT/UoY Dialogic Teaching Project. University of York and Cambridge Primary Review Trust. https://bit.ly/2ZDfqkl
Asterhan, C.S., Howe, C., Lefstein, A., Matusov, E., & Reznitskaya, A. (2020). Controversies and consensus in research on dialogic teaching and learning. Dialogic Pedagogy, 8, 1-16. https://doi.org/10.5195/dpj.2020.312
Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: Introduction and review. ZDM, 47(7), 1047-1065. https://doi.org/10.1007/s11858-015-0738-8
Bereiter, C. (2002). Artifacts, canons, and the progress of pedagogy: A response to contributors. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 223-244). Open Court. https://bit.ly/3j2qI93
Blanton, M.L., & Stylianou, D.A. (2014). Understanding the role of transactive reasoning in classroom discourse as students learn to construct proofs. The Journal of Mathematical Behavior, 34, 76-98. https://doi.org/10.1016/j.jmathb.2014.02.001
Boyd, M. (2016). Connecting ‘Man in the mirror’: Kindling a classroom dialogic teaching and learning trajectory. L1-Educational Studies in Language and Literature, 16, 1-26. https://doi.org/10.17239/L1ESLL-2016.16.02.03
Camilli-Trujillo, C., & Römer-Pieretti, M. (2017). Meta-synthesis of literacy for the empowerment of vulnerable groups. [Metasíntesis en alfabetización para el empoderamiento de grupos vulnerables]. Comunicar, 53, 9-18. https://doi.org/10.3916/C53-2017-01
Castillo-Rodríguez, C.C., & Garro-Gil, N. (2015). Inclusion and integration on special education. Procedia - Social and Behavioral Sciences, 191, 1323-1327. https://doi.org/10.1016/j.sbspro.2015.04.488
Clarke, S.N., Howley, I., Resnick, L., & Rosé, C.P. (2016). Student agency to participate in dialogic science discussions. Learning, Culture and Social Interaction, 10, 27-39. https://doi.org/10.1016/j.lcsi.2016.01.002
Davey, S., & Gordon, S. (2017). Definitions of social inclusion and social exclusion: the invisibility of mental illness and the social conditions of participation. International Journal of Culture and Mental Health, 10(3), 229-237. https://doi.org/10.1080/17542863.2017.1295091
Dias-Fonseca, T., & Potter, J. (2016). Media education as a strategy for online civic participation in Portuguese schools [La educación mediática como estrategia de participación cívica on-line en las escuelas portuguesas]. Comunicar, 24(49), 9-18. https://doi.org/10.3916/C49-2016-01
European Union (Ed.) (2006). Recommendation of the European Parliament and of the Council of 18th December 2006 on key competences for lifelong learning. Official Journal of the European Union, 30. https://doi.org/10.1177/1465116506060911
Fisher, R. (2007). Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177(6-7), 615-631. https://doi.org/10.1080/03004430701378985
Freire, S. (2008). Um olhar sobre a inclusão. Revista da Educação, 16(1), 5-20. https://bit.ly/2X4U4KL
Haneda, M., Teemant, A., & Sherman, B. (2017). Instructional coaching through dialogic interaction: Helping a teacher to become agentive in her practice. Language and Education, 31(1), 46-64. https://doi.org/10.1080/09500782.2016.1230127
Kim, M.Y., & Wilkinson, I.A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86. https://doi.org/10.1016/j.lcsi.2019.02.003
Kumpulainen, K., & Lipponen, L. (2010). Productive interaction as agentic participation in dialogic enquiry. In K. Littleton, & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 48-63). Routledge. https://doi.org/10.4324/9780203863510
Kumpulainen, K., & Rajala, A. (2017). Dialogic teaching and students’ discursive identity negotiation in the learning of science. Learning & Instruction, 48, 23-31. https://doi.org/10.1016/j.learninstruc.2016.05.002
Lehesvuori, S., Viiri, J., & Rasku-Puttonen, H. (2011). Introducing dialogic teaching to science student teachers. Journal of Science Teacher Education, 22(8), 705-727. https://doi.org/10.1007/s10972-011-9253-0
Lehesvuori, S., Viiri, J., Rasku?Puttonen, H., Moate, J., & Helaakoski, J. (2013). Visualizing communication structures in science classrooms: Tracing cumulativity in teacher?led whole class discussions. Journal of Research in Science Teaching, 50(8), 912-939. https://doi.org/10.1002/tea.21100
Licsandru, T.C., & Cui, C.C. (2018). Subjective social inclusion: A conceptual critique for socially inclusive marketing. Journal of Business Research, 82, 330–339. https://doi.org/10.1016/j.jbusres.2017.08.036
Littleton, K., & Mercer, N. (2013). Interthinking: Putting talk to work. Routledge. https://doi.org/10.4324/9780203809433
Maine, F., Cook, V., & Lähdesmäki, T. (2019). Reconceptualizing cultural literacy as a dialogic practice. London Review of Education, 17(3), 383-392. https://doi.org/10.18546/LRE.17.3.12
Michaels, S., O’Connor, C., & Resnick, L.B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283-297. https://doi.org/10.1007/s11217-007-9071-1
Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge. https://doi.org/10.4324/9780429401923
Osborne, J. (2007). Towards a more social pedagogy in science education: the role of argumentation. Revista Brasileira de Pesquisa em Educação em Ciências, 7(1). https://bit.ly/2X6nTLh
Osler, A., & Starkey, H. (1999). Rights, identities and inclusion: European action programmes as political education 1. Oxford Review of Education, 25(1-2), 199-215. https://doi.org/10.1080/030549899104215
O’Connor, C., & LaRusso, M. (2014). Working with a low-inference discourse observation tool: What can we see? [Paper session] Annual Educational Research Association, Philadelphia, PA.
Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 65(7), 446-456. https://doi.org/10.1002/TRTR.01066
Reznitskaya, A., & Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic teaching. Educational Psychologist, 48(2), 114-133. https://doi.org/10.1080/00461520.2013.775898
Reznitskaya, A., & Wilkinson, I. (2015). Professional development in dialogic teaching: Helping teachers promote argument literacy in their classrooms. In D. Scott, & E. Hargreaves (Eds.), The SAGE handbook of learning (pp. 219-232). Sage Press. https://doi.org/10.4135/9781473915213.n21
Sandoval, W.A., Kwako, A.J., Modrek, A.S., & Kawasaki, J. (2018). Patterns of classroom talk through participation in discourse-focused teacher professional development. In J. Kay, & R. Luckin (Eds.) Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS). International Society of the Learning Sciences. https://bit.ly/38ZczEO
Schmidt, B.J., Macwilliams, B.R., & Neal-Boylan, L. (2016). Becoming inclusive: A code of conduct for inclusion and diversity. Journal of Professional Nursing, 33(2), 102-107. https://doi.org/10.1016/j.profnurs.2016.08.014
Sedova, K. (2017). A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 67, 278-290. https://doi.org/10.1016/j.tate.2017.06.018
Sedova, K., Salamounova, Z., & Svaricek, R. (2014). Troubles with dialogic teaching. Learning, Culture and Social Interaction, 3(4), 274-285. https://doi.org/10.1016/j.lcsi.2014.04.001
Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14-25. https://doi.org/10.1016/j.tate.2016.03.005
Seeland, K., Dübendorfer, S., & Hansmann, R. (2009). Making friends in Zurich’ s urban forests and parks: The role of public green space for social inclusion of youths from different cultures. Forest Policy and Economics, 11(1), 10-17. https://doi.org/10.1016/j.forpol.2008.07.005
Simpson, A. (2016). Dialogic teaching in the initial teacher education classroom: ‘Everyone's voice will be heard’. Research Papers in Education, 31(1), 89-106. https://doi.org/10.1080/02671522.2016.1106697
Tienda, M. (2013). Diversity? Inclusion: Promoting integration in higher education. Educational Researcher, 42(9), 467-475. https://doi.org/10.3102/0013189X13516164
Vass, E. (2018). Building dialogic spaces through inclusive conversations. In. W. Sawyer, G. Munns, K. Zammit, C. Attard, E. Vass, & C. Hatton (Eds.), Engaging schooling: Developing exemplary education for students in poverty (pp. 101-119). Routledge. https://doi.org/10.4324/9781315561905-14
Vázquez, O. (2001). Inmigrantes en la escuela: Un espacio para la cooperación. Comunicar, 16, 73-78. https://doi.org/10.3916/C16-2001-11
Viana, C. (2020, February 17). Empatia na escola? Aqui, o que conta não é estar certo ou errado. Público. https://bit.ly/2Zz1Lug
Wegerif, R. (2010). Dialogue and teaching thinking with technology: opening, expanding, and deepening the ‘inter-face’. In K. Littleton & Ch. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 304-322). Routledge. https://doi.org/10.4324/9780203863510
Wilkinson, I.A.G., Reznitskaya, A., Bourdage, K., Oyler, J., Glina, M., Drewry, R., Kim, M.Y., & Nelson, K. (2017). Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms. Language and Education, 31(1), 65-82. https://doi.org/10.1080/09500782.2016.1230129
Woodcock, S., & Woolfson, L.M. (2019). Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion. International Journal of Educational Research, 93, 232-242. https://doi.org/10.1016/j.ijer.2018.11.004
Wright, N., & Stickley, T. (2013). Concepts of social inclusion, exclusion and mental health: a review of the international literature. Journal of Psychiatric and Mental Health Nursing, 20(1), 71-81. https://doi.org/10.1111/j.1365-2850.2012.01889.x