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The Routledge International Handbook of Research on Dialogic Education de Neil Mercer

The Routledge International Handbook of Research on Dialogic Education: Routledge International Handbooks of Education

Editat de Neil Mercer, Rupert Wegerif, Louis Major
en Limba Engleză Hardback – 11 oct 2019
The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering:
  • The theory of Dialogic Education
  • Classroom dialogue
  • Dialogue, teachers and professional development
  • Dialogic Education for literacy and language
  • Dialogic Education and digital technology
  • Dialogic Education in science and mathematics
  • Dialogic Education for transformative purposes
Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.
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Specificații

ISBN-13: 9781138338517
ISBN-10: 1138338516
Pagini: 714
Ilustrații: 29 Line drawings, black and white; 8 Halftones, black and white; 49 Tables, black and white; 37 Illustrations, black and white
Dimensiuni: 174 x 246 x 43 mm
Greutate: 1.48 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Routledge International Handbooks of Education

Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate

Cuprins

Notes on Editors  Notes on Contributors  Introduction  Section I: The Theory of Dialogic Education  Introduction to the Theory of Dialogic Education  1. Towards a Dialogic Theory of Education for the Internet Age  2. Dialogism and Education  3. Who’s Talking? (And what does it mean for ‘us’?)  4. Educational Processes and Dialogical Construction of Self  5. Linguistic Ethnographic Analysis of Classroom Dialogue  6. Collaborative Argumentation-Based Learning  7. Learning, Discursive Faultiness, and Dialogic Engagement  8. Dialogic Educational Approaches in Ibero-American Countries: A Systematic Mapping Review  Section II: Classroom Dialogue  Introduction to Classroom Dialogue  9. Metatalk for Dialogic Turn in the First Years of Schooling  10. Embedding a Dialogic Pedagogy in the Classroom: What is the Research Telling Us?  11. Analysing Student Talk Moves in Whole-Class Teaching  12. Visual Learning Analytics to Support Classroom Discourse Analysis for Teacher Professional Learning and Development  13. Classroom Dialogue and Student Attainment: Distinct Roles for Teacher-Led and Small-Group Interaction?  14. Distinctively Democratic Discourse in Classrooms  Section III: Dialogue, Teachers and Professional Development  Introduction to Dialogue, Teachers and Professional development  15. Teachers’ Collaborative Dialogues in Contexts of Lesson Study  16. How Dialogic Teachers Create the Dialogic Classroom: Lessons from Japanese Teachers  17. Teacher Professional Development to Support Classroom Dialogue: Challenges and Promises  18. Designing Professional Development to Support Teachers’ Facilitation of Argumentation  19. Attitudes Towards Dialogic Teaching and the Choice to Teach: The role of preservice teachers’ perceptions on their own school experience  Section IV: Dialogic Education for Literacy and Language  Introduction to Dialogic Education for Literacy and Language  20. Oracy Education: The Development of Young People’s Spoken Language Skills  21. A Dialogic Approach to Understanding and Promoting Literacy Practices in the Primary Classroom  22. Dialogue-Intensive Pedagogies for Promoting Literature Thinking  23. Reading as a Transaction of Meaning Making: exploring the dialogic space between texts and readers  24. Research on Dialogic Literary Gatherings  25. Writing Talk: Developing Metalinguistic Understanding through Dialogic Teaching  26. Mapping the Terrain of Dialogic Literacy Pedagogies  Section V: Dialogic Education and Digital Technology  Introduction to Dialogic Education and Digital technology  27. ‘Affordances for Dialogue’: The Role of Digital Technology in Supporting Productive Classroom Talk  28. Establishing and Maintaining Joint Attention in Classroom Dialogues: Digital Technology, Microblogging and Ground Rules  29. Designing a Dialogic Technology-Enhanced Pedagogy to Support Collaborative Creativity  30. Researching the Materiality of Communication in an Educational Makerspace: The Meaning of Social Objects  31. The Polyphonic Model of Collaborative Learning  32. Progressive Dialogue in Computer-Supported Collaborative Knowledge Building  33. Democratization and Education: Conditions and Technology for Dialogic Transformative Political Education  35. Pedagogical Link-Making with Digital Technology in Science Classrooms: New Perspectives on Connected Learning  36. Triangulating Identity, Groups and Objects: A University Case  Section VI: Dialogic Education in Science and Mathematics  Introduction to Dialogic Education in Science and Mathematics  37. The Details Matter in Mathematics Classroom Dialogue  38. The Role of Dialogue in Science Epistemic Practices  39. The Future of Dialogic Education: An Opportunity and a Challenge  40. Dialogic Thinking Together Towards Abstract Reasoning  41. Dialogue and Shared Cognition: An Examination of Student-Student Talk in the Negotiation of Mathematical Meaning during Collaborative Problem Solving  Section VII: Dialogic Education for Transformative Purposes  Introduction to Dialogic Education for Transformative Purposes  42. Interactions and Dialogue in Education: Dialogical Tensions as Resources or Obstacles  43. Understanding Conflict Transformation Dialogue Through Coding Based on Buber and Rogers  44. Creating an ‘Ethic of Care’ in a Vertical Tutor Group: Addressing Student’s Challenges through Dialogue  45. The Power of a Dialogical Framework to Articulate Collaborative Learning in the 21st century  46. The Potential of Halaqah to be a Transformative Islamic Dialogic Pedagogy  47. Exploring the Impact of Interactive Groups: Dialogic Interactions Involving Families and Community Members  48. Dialogic pedagogy in a post-truth world

Notă biografică

Neil Mercer is Emeritus Professor of Education at the University of Cambridge, where he is also the Director of Oracy Cambridge: the Hughes Hall Centre for Effective Spoken Communication and a Life Fellow of the college Hughes Hall.
Rupert Wegerif is Professor of Education at the University of Cambridge where he co-leads the Cambridge Educational Dialogue Research (CEDiR) Group.
Louis Major is a Senior Research Associate at the University of Cambridge interested in the role of technology in supporting educational dialogue and interaction.

Descriere

The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education.