Educational Dialogues: Understanding and Promoting Productive interaction by Karen LittletonEducational Dialogues: Understanding and Promoting Productive interaction by Karen Littleton

Educational Dialogues: Understanding and Promoting Productive interaction

EditorKaren Littleton, Christine Howe

Paperback | February 1, 2010

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Educational Dialoguesprovides a clear, accessible and well-illustrated case for the importance of dialogue and its significance for learning and teaching. The contributors characterise the nature of productive dialogues, to specify the conditions and pedagogic contexts within which such dialogues can most effectively be resourced and promoted.

Drawing upon a broad range of theoretical perspectives, this collection examines:

  • theoretical frameworks for understanding teaching and learning dialogues
  • teacher-student and student-student interaction in the curricular contexts of mathematics, literacy, science, ICT and philosophy
  • the social contexts supporting productive dialogues
  • implications for pedagogic design and classroom practice.

Bringing together contributions from a wide range of internationally renowned researchers, this book will form essential reading for all those concerned with the use of dialogue in educational contexts.

Karen Littleton is Professor of Psychology in Education at the University of Jyv¿yl¿Finland.Christine Howe is Professor of Education at the University of Cambridge, UK.
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Title:Educational Dialogues: Understanding and Promoting Productive interactionFormat:PaperbackDimensions:368 pages, 9.21 × 6.14 × 0.9 inPublished:February 1, 2010Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415462169

ISBN - 13:9780415462167

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Table of Contents

Contributors  Acknowledgements  Introduction: Educational Dialogues: Understanding and Promoting Productive Interaction  Part 1: Productive Dialogue  Introduction to Part 1  1. Knowing and Arguing In A Panel Debate: Speaker Roles and Responsivity to Others Mikaela ¿erg, ¿a M¿talo and Roger S¿¿ 2. Peer Dialogue and Cognitive Development: A Two-Way Relationship?Christine Howe 3. Productive Interaction as Agentic Participation in Dialogic Enquiry Kristiina Kumpulainen and Lasse Lipponen 4. Can You Think With Me? The Social and Cognitive Conditions and the Fruits of LearningVal¿e Tartas, Aleksandar Baucal and Anne-Nelly Perret-Clermont Part 2: Understanding Productive Interaction in Specific Curricular Contexts Introduction to Part 2  5. The Role of Discourse in Learning ScienceJonathan Osborne and Christine Chin  6. Argumentation and MathematicsBaruch B. Schwarz, Rina Hershkowitz and Naomi Prusak 7. Dialogical Interactions Among Peers in Collaborative Writing ContextsSylvia Rojas-Drummond, Karen Littleton, Flora Hern¿ez and Mariana Z¿¿iga  8. Philosophy for Children as Dialogic TeachingMargaret Hardman and Barbara Delafield  Part 3: Social Context Introduction to Part 3  9. More Helpful as Problem than Solution: Some Implications of Situating Dialogue in Classrooms Adam Lefstein  10. Dialogue Enhancement in Classrooms: Towards a Relational Approach for Group WorkingPeter Kutnick and Jennifer Colwell  11. Gender, Collaboration and Children¿s LearningPatrick J. Leman  12. Change in Urban Classroom Culture and Interaction Ben Rampton and Roxy Harris Part 4: Promoting Productive Educational Dialogues Introduction to Part 4  13. The Significance of Educational Dialogues Between Primary School ChildrenKaren Littleton and Neil Mercer 14. Teaching and Learning Disciplinary Knowledge: Developing the Dialogic Space for an Answer When There Isn¿t Even a QuestionPhil Scott, Jaume Ametller, Eduardo Mortimer and Jonathan Emberton 15. Dialogue and Teaching Thinking With Technology: Opening, Expanding and Deepening The ¿Inter-Face¿Rupert Wegerif 16. Collaborative Learning of Computer Science Concepts R. Keith Sawyer and Kenneth J. Goldman

Editorial Reviews

"A strength of this collection is that elements are included in the text which allow readers to engage fully with the each learning scenario, for example, through data extracts of educational dialogues, learning materials, photographs of learners engaging in dialogue." - Jane Andrews, International Journal of Lifelong Education, 2012