Dialogue enhancement in classrooms: towards a relational approach for group working

Kutnick, P. and Colwell, J. (2010) Dialogue enhancement in classrooms: towards a relational approach for group working In: Howe, C. and Littleton, K., eds. Educational dialogues: understanding and promoting productive interaction. Routledge, Abingdon, Oxon, UK, pp. 192-215. ISBN 9780415462167

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Abstract

Theories that posit a relationship between dialogue and understanding are predominantly psychological, but are associated with diverse perspectives. Minimally, four types of theory comment on this relationship: socio-cognitive, socio-cultural, social psychological and developmental/relational. These theories provide pertinent insights into why dialogue may be related to understanding and why this relationship is rarely found in classrooms. Drawing upon studies made by the authors, this chapter shows that theory combined with an awareness of classroom realities can increase children’s within-class dialogue - impacting upon children’s understanding/attainment, participation and social inclusion.

Item Type: Chapter in book
Subjects: X000 Education > X300 Education Studies
X000 Education
Faculties: Faculty of Education and Sport > School of Education > Education Research Centre
Depositing User: Elizabeth Briggs
Date Deposited: 07 Apr 2011 11:53
Last Modified: 22 Oct 2014 11:06
URI: http://eprints.brighton.ac.uk/id/eprint/7229

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