[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]

[Xmca-l] FW: [DPJ] : A new article was published by DPJ!

More from W-M R.

-----Original Message-----
From: dpjournal@mail.pitt.edu [mailto:dpjournal@mail.pitt.edu] 
Sent: Monday, March 20, 2017 12:16 PM
To: Peter Smagorinsky <smago@uga.edu>
Subject: [DPJ] : A new article was published by DPJ!

Dear DPJ Community member,

A new article was published by Dialogic Pedagogy Journal:
“Interchangeable Positions in Interaction Sequences in Science Classrooms” by Carol Rees and Wolff-Michael Roth
To read this article visit http://dpj.pitt.edu/ojs/index.php/dpj1/article/view/184

Rees, C., & Roth, W. (2017). Interchangeable Positions in Interaction Sequences in Science Classrooms. Dialogic Pedagogy: An International Online Journal, 5. doi:http://dx.doi.org/10.5195/dpj.2017.184

Managing Editors for this article were:

Diana Arya <darya@education.ucsb.edu>
Anselmo Lima <selmolima@hotmail.com>
James Cresswell <JamesdCresswell@gmail.com>

We invite you to read it.

We congratulate the authors and the managing editors on the publications. 

Eugene, Ana, Jim and Sue
DPJ Editors

Eugene Matusov
Ana Marjanovic-Shane
Jim Cresswell
Sue Brindley

“Interchangeable Positions in Interaction Sequences in Science Classrooms”

Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students’ access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for students to learn through interactive dialogue in classrooms. However, the triadic dialogue pattern continues to dominate, even when teachers intend changing this. Prior quantitative research on the subject has focused on identifying independent variables such as style of teacher questioning that have an impact, while qualitative researchers have worked to interpret the use of dialogue within the whole context of work in the classroom. A recent paper offers an alternative way to view the triadic dialogue pattern and its origin; the triadic dialogue pattern is an irreducible social phenomenon that arises in a particular situation regardless of the identity of the players who inhabit the roles in the turn-taking sequence (Roth & Gardner, 2012). According to this perspective, alternative patterns of dialogue would exist which are alternative irreducible social phenomena that arise in association with different situations. The aim of this paper is to examine as precisely as possible, the characteristics of dialogue patterns in a seventh-eighth grade classroom during science inquiry, and the precise situations from which these dialogue patterns emerge, regardless of the staffing (teacher or students) in the turn-taking sequence. Three different patterns were identified each predominating in a particular situation. This fine-grained analysis could offer valuable insights into ways to support teachers working to alter the kinds of dialogue patterns that arise in their classrooms.
Dialogic Pedagogy: An International Online Journal http://dpj.pitt.edu/