In conversation, "uptake" happens when a speaker builds on the contribution of their interlocutor by, for example, acknowledging, repeating or reformulating what they have said. In education, teachers' uptake of student contributions has been linked to higher student achievement. Yet measuring and improving teachers' uptake at scale is…

The contemporary literature regarding dialogic classroom interaction has primarily focused on the meaning-making attributes of dialogue while acknowledging but otherwise providing less emphasis to the social dimensions of the learning community and the dialogic resources that students bring to the classroom. As a result, this paper explores the…

Educators have applied the Center for Research on Education, Diversity, and Excellence (CREDE) standards to classrooms of children and youth for over 30 years. However, few studies have focused on applying the strategies in higher education. Therefore, this multiple-case study investigated one of those standards, Instructional Conversations, with…

This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic…

Within current educational discourse, dialogic pedagogy is diametrically opposed to "teaching to the test", especially the high-stakes standardised test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper, we argue…

By analyzing the audio recording and transcription of classroom discourse, this case study focused on the ways in which the instructor used follow-up statements to socialize students into intellectual talk. Four relevant categories of follow-up statements emerged: (a) revoicing, (b) contextualization, (c) parallel elaboration, and (d) assistive…

This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher-student interactions, with a particular focus on the teacher's role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher…

This paper investigates recurrent use of the phrase "very good" by a speaker with non-fluent agrammatic aphasia. Informal observation of the speaker's interaction reveals that she appears to be an effective conversational partner despite very severe word retrieval difficulties that result in extensive reliance on variants of the phrase "very…

This qualitative case study examines dialogue and discourse patterns between principals and teachers. It analyzes daily verbal interactions in order to identify shared meanings, hidden messages, and the dynamics of power. This study is also based on the belief that democracy in education is vital to maintaining a collaborative, people friendly…

Focussed dialogue (as lived and living practices) can have a powerful role in renewing professional practice, advancing its sustainability and development as administrative and political systems colonise the practices of teachers and teacher educators. However, participating in discussion groups for many teachers, including those in academia, is…

The transition from preservice teacher to classroom teacher occurs rapidly, requiring that teacher candidates assimilate into the field quickly. In order to do so, these teachers must demonstrate appropriate language development as it relates to the teaching profession. Not only do novice teachers need to be able to articulate what they and their…

This study investigated the impact of discussion forum design and facilitative strategies on student participation and cognitive levels of student dialogue. A multiple-case study design was used. Three online classes taught by the same instructor participated (n = 55). Data were collected from observations, discussion transcripts, and teacher…

Many teachers point to the theory-practice gap between university training and their school-based work. Coteaching in conjunction with cogenerative dialoguing as a means of teacher induction has been shown to overcome this gap. In this paper, we articulate teacher development in the praxis-centered (coteaching/cogenerative dialoguing) setting of…

This paper describes research on dialogue between teachers and pupils during primary school science lessons, using talk from two classrooms to provide our examples. We consider whether teachers use dialogue to make education a cumulative, continuing process for guiding the development of children's understanding. Case studies of two teachers,…

This book is an in-depth examination of education and media under occupation. The contributors to this volume engage dialogue to explore these domains and their roles and functioning under occupation while keeping an eye toward resolution, using the on-going conflict between Palestine and Israel as the focus. The uniqueness of this collection is…