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Book Chapter: Visual learning analytics to support classroom discourse analysis for teacher professional learning and development
Title | Visual learning analytics to support classroom discourse analysis for teacher professional learning and development |
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Authors | |
Issue Date | 2019 |
Publisher | Routledge |
Citation | Visual learning analytics to support classroom discourse analysis for teacher professional learning and development. In Mercer, N, Wegerif, R., and Louis, M. (Eds.), The Routledge International Handbook of Research on Dialogic Education. Abingdon, Oxon: Routledge, 2019 How to Cite? |
Abstract | The conceptualization of dialogic instruction has achieved some consensus among researchers and teacher/educators, although they use different terms for it—for example, academically productive talk, Accountable Talk, dialogic teaching, dialogic inquiry, and productive classroom dialogue (Alexander, Chapter 47 in this volume; Michaels & O’Connor, 2015; Pehmer, Gröschner, & Seidel, 2015; Resnick, Michaels, & O’Connor, 2010; Wells, 1999; Wells & Ball, 2008). Researchers agree that dialogue is an important classroom tool for coordinating and encouraging student thinking, reasoning, and argumentation and that certain forms of dialogue are productive for learning (Alexander, 2017; Gillies, 2016; Hennessy, Mercer, & Warwick, 2011; Howe & Abedin, 2013; Howe & Hennessy, & Mercer this volume; Howe, Hennessy, Mercer, Vrikki, & Wheatley, 2019; Littleton & Mercer, 2013; Michaels & O’Connor, 2015; Osborne, 2010; Resnick et al., 2010; Reznitskaya & Wilkinson, Chapter 18 in this volume). One essential element of dialogic instruction is that students should be guided to verbalize, share, and co-construct knowledge about the subject matter, not only individually but also by interacting with others (Clarke, Resnick, & Rosé, 2015; Michaels, O’Connor, & Resnick, 2008). For this, teachers play an important role in facilitating the dialogic process. The effective use of classroom talk by teachers has been shown to be a key influence on student understanding and skill development (Alexander, 2017; Osborne, 2010; Resnick, Asterhan, & Clarke, 2015). Further, when students respond to each other’s ideas and elaborate on their own thinking, they have opportunities to re-examine their prior knowledge, test their mental models—whether complete or incomplete—and evaluate one another’s hypotheses, all of which contributes to learning (Gillies, 2017; Mercer, 1996; Webb et al., 2014). Such opportunities may even have a retention and transfer effect from one domain to another—for example, from mathematics and science to literacy (Adey & Shayer, 2015; Chapin, O’Connor, & Anderson, 2009; Topping & Trickey, 2007). |
Persistent Identifier | http://hdl.handle.net/10722/275644 |
ISBN | |
Series/Report no. | Routledge International Handbooks of Education |
DC Field | Value | Language |
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dc.contributor.author | Chen, G | - |
dc.date.accessioned | 2019-09-10T02:46:43Z | - |
dc.date.available | 2019-09-10T02:46:43Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Visual learning analytics to support classroom discourse analysis for teacher professional learning and development. In Mercer, N, Wegerif, R., and Louis, M. (Eds.), The Routledge International Handbook of Research on Dialogic Education. Abingdon, Oxon: Routledge, 2019 | - |
dc.identifier.isbn | 9781138338517 | - |
dc.identifier.uri | http://hdl.handle.net/10722/275644 | - |
dc.description.abstract | The conceptualization of dialogic instruction has achieved some consensus among researchers and teacher/educators, although they use different terms for it—for example, academically productive talk, Accountable Talk, dialogic teaching, dialogic inquiry, and productive classroom dialogue (Alexander, Chapter 47 in this volume; Michaels & O’Connor, 2015; Pehmer, Gröschner, & Seidel, 2015; Resnick, Michaels, & O’Connor, 2010; Wells, 1999; Wells & Ball, 2008). Researchers agree that dialogue is an important classroom tool for coordinating and encouraging student thinking, reasoning, and argumentation and that certain forms of dialogue are productive for learning (Alexander, 2017; Gillies, 2016; Hennessy, Mercer, & Warwick, 2011; Howe & Abedin, 2013; Howe & Hennessy, & Mercer this volume; Howe, Hennessy, Mercer, Vrikki, & Wheatley, 2019; Littleton & Mercer, 2013; Michaels & O’Connor, 2015; Osborne, 2010; Resnick et al., 2010; Reznitskaya & Wilkinson, Chapter 18 in this volume). One essential element of dialogic instruction is that students should be guided to verbalize, share, and co-construct knowledge about the subject matter, not only individually but also by interacting with others (Clarke, Resnick, & Rosé, 2015; Michaels, O’Connor, & Resnick, 2008). For this, teachers play an important role in facilitating the dialogic process. The effective use of classroom talk by teachers has been shown to be a key influence on student understanding and skill development (Alexander, 2017; Osborne, 2010; Resnick, Asterhan, & Clarke, 2015). Further, when students respond to each other’s ideas and elaborate on their own thinking, they have opportunities to re-examine their prior knowledge, test their mental models—whether complete or incomplete—and evaluate one another’s hypotheses, all of which contributes to learning (Gillies, 2017; Mercer, 1996; Webb et al., 2014). Such opportunities may even have a retention and transfer effect from one domain to another—for example, from mathematics and science to literacy (Adey & Shayer, 2015; Chapin, O’Connor, & Anderson, 2009; Topping & Trickey, 2007). | - |
dc.language | eng | - |
dc.publisher | Routledge | - |
dc.relation.ispartof | The Routledge International Handbook of Research on Dialogic Education | - |
dc.relation.ispartofseries | Routledge International Handbooks of Education | - |
dc.title | Visual learning analytics to support classroom discourse analysis for teacher professional learning and development | - |
dc.type | Book_Chapter | - |
dc.identifier.email | Chen, G: gwchen@hku.hk | - |
dc.identifier.authority | Chen, G=rp01874 | - |
dc.identifier.hkuros | 304510 | - |
dc.publisher.place | Abingdon, Oxon | - |