The Routledge International Handbook of Research on Dialogic Education

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.

Notes on Editors Notes on Contributors Introduction Section I: The Theory of Dialogic Education Introduction to the Theory of Dialogic Education Rupert Wegerif 1. Towards a Dialogic Theory of Education for the Internet Age Rupert Wegerif 2. Dialogism and Education David Skidmore 3. Who’s Talking? (And what does it mean for ‘us’?) Kim Davies and Peter Renshaw 4. Educational Processes and Dialogical Construction of Self Giuseppina Marsico, Luca Tateo, Ramon Cerqueira Gomes and Virgínia Dazzani 5. Linguistic Ethnographic Analysis of Classroom Dialogue Adam Lefstein and Julia Snell 6. Collaborative Argumentation-Based Learning Michael J. Baker, Jerry Andriessen and Baruch B. Schwarz 7. Learning, Discursive Faultiness, and Dialogic Engagement Anna Sfard 8. Dialogic Educational Approaches in Ibero-American Countries: A Systematic Mapping Review Juan Manuel Fernández-Cárdenas and Sergio Reyes-Angona Section II: Classroom Dialogue Introduction to Classroom Dialogue Paul Warwick and Vic Cook 9. Metatalk for Dialogic Turn in the First Years of Schooling Christine Edwards-Groves and Christina Davidson 10. Embedding a Dialogic Pedagogy in the Classroom: What is the Research Telling Us? Frank Hardman 11. Analysing Student Talk Moves in Whole-Class Teaching Jan Hardman 12. Visual Learning Analytics to Support Classroom Discourse Analysis for Teacher Professional Learning and Development Gaowei Chen 13. Classroom Dialogue and Student Attainment: Distinct Roles for Teacher-Led and Small-Group Interaction? Christine Howe, Sara Hennessy and Neil Mercer 14. Distinctively Democratic Discourse in Classrooms Susan Jean Mayer, Catherine O’Connor and Adam Lefstein Section III: Dialogue, Teachers and Professional Development Introduction to Dialogue, Teachers and Professional development Riikka Hofmann 15. Teachers’ Collaborative Dialogues in Contexts of Lesson Study Peter Dudley and Maria Vrikki 16. How Dialogic Teachers Create the Dialogic Classroom: Lessons from Japanese Teachers Kiyotaka Miyazaki 17. Teacher Professional Development to Support Classroom Dialogue: Challenges and Promises Sara Hennessy and Maree Davies 18. Designing Professional Development to Support Teachers’ Facilitation of Argumentation Alina Reznitskaya and Ian A. G. Wilkinson 19. Attitudes Towards Dialogic Teaching and the Choice to Teach: The role of preservice teachers’ perceptions on their own school experience Alexander Gröschner, Miriam F. Jähne and Susi Klaß Section IV: Dialogic Education for Literacy and Language Introduction to Dialogic Education for Literacy and Language Fiona Maine 20. Oracy Education: The Development of Young People’s Spoken Language Skills Neil Mercer, James Mannion and Paul Warwick 21. A Dialogic Approach to Understanding and Promoting Literacy Practices in the Primary Classroom Sylvia Rojas-Drummond 22. Dialogue-Intensive Pedagogies for Promoting Literature Thinking Ian A. G. Wilkinson, Anna O. Soter, P. Karen Murphy and Sarah C. Lightner 23. Reading as a Transaction of Meaning Making: exploring the dialogic space between texts and readers Fiona Maine 24. Research on Dialogic Literary Gatherings Marta Soler Gallart 25. Writing Talk: Developing Metalinguistic Understanding through Dialogic Teaching Debra Myhill and Ruth Newman 26. Mapping the Terrain of Dialogic Literacy Pedagogies Maren Aukerman and Maureen Boyd Section V: Dialogic Education and Digital Technology Introduction to Dialogic Education and Digital technology Simon Knight 27. ‘Affordances for Dialogue’: The Role of Digital Technology in Supporting Productive Classroom Talk Louis Major and Paul Warwick 28. Establishing and Maintaining Joint Attention in Classroom Dialogues: Digital Technology, Microblogging and Ground Rules Ingvill Rasmussen, Anja Amundrud and Sten Ludgvigsen 29. Designing a Dialogic Technology-Enhanced Pedagogy to Support Collaborative Creativity Manoli Pifarré 30. Researching the Materiality of Communication in an Educational Makerspace: The Meaning of Social Objects Kristiina Kumpulainen, Antti Rajala and Anu Kajamaa 31. The Polyphonic Model of Collaborative Learning Stefan Trausan-Matu 32. Progressive Dialogue in Computer-Supported Collaborative Knowledge Building Carol K. K. Chan, Yuyao Tong and Jan van Aalst 33. Democratization and Education: Conditions and Technology for Dialogic Transformative Political Education Benzi Slakmon and Baruch Schwarz 35. Pedagogical Link-Making with Digital Technology in Science Classrooms: New Perspectives on Connected Learning Judith Kleine Staarman and Jaume Ametller 36. Triangulating Identity, Groups and Objects: A University Case M. Beatrice Ligorio, Francesca Amenduni and Katherine McLay Section VI: Dialogic Education in Science and Mathematics Introduction to Dialogic Education in Science and Mathematics Jaume Ametller 37. The Details Matter in Mathematics Classroom Dialogue Noreen M. Webb, Megan L. Franke, Marsha Ing, Nicholas C. Johnson and Joy Zimmerman 38. The Role of Dialogue in Science Epistemic Practices Aik-Ling Tan and Kok Sing Tang 39. The Future of Dialogic Education: An Opportunity and a Challenge Lauren B. Resnick, Melissa E. Libertus and Faith Schantz 40. Dialogic Thinking Together Towards Abstract Reasoning Paul Webb 41. Dialogue and Shared Cognition: An Examination of Student-Student Talk in the Negotiation of Mathematical Meaning during Collaborative Problem Solving David Clarke and Man Ching Esther Chan Section VII: Dialogic Education for Transformative Purposes Introduction to Dialogic Education for Transformative Purposes Farah Ahmed and Hilary Cremin 42. Interactions and Dialogue in Education: Dialogical Tensions as Resources or Obstacles Michèle Grossen and Nathalie Muller Mirza 43. Understanding Conflict Transformation Dialogue Through Coding Based on Buber and Rogers Toshiyasu Tsuruhara and Hilary Cremin 44. Creating an ‘Ethic of Care’ in a Vertical Tutor Group: Addressing Student’s Challenges through Dialogue Rupert Higham and Hans De Vynck 45. The Power of a Dialogical Framework to Articulate Collaborative Learning in the 21st century Yifat Ben-David Kolikant and Sarah Pollack 46. The Potential of Halaqah to be a Transformative Islamic Dialogic Pedagogy Farah Ahmed 47. Exploring the Impact of Interactive Groups: Dialogic Interactions Involving Families and Community Members Ramon Flecha 48. Dialogic pedagogy in a post-truth world Robin Alexander

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.