ABSTRACT
In the final decade of the 20th century, the quality of classroom discourse has become a prominent focus in discussions of school reform. There are several reasons for this increased attention. According to two economists of education (Murnane & Levy, 1996), the “new basic skills” required for high-wage jobs include “the ability to communicate effectively, both orally and inwriting” and “the ability towork in groups with persons of various backgrounds” (p. 32). Demographic and technological changes in society have meant that these same skills are necessary for effective participation in and maintenance of a democratic and just society. As a result, schools are now charged with creating not only individual human capital for a healthy economy, but also social capital for healthy communities. At the same time, what counts as knowledge has shifted away from inert information passively received from books and teachers toward dynamic understanding that is collaboratively constructed in discussion among students.
