ABSTRACT
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.
TABLE OF CONTENTS
section Section I|1 pages
The theory of dialogic education
chapter 3|12 pages
Who’s talking? (And what does it mean for ‘us’?)
chapter 8|19 pages
Dialogic educational approaches in Ibero-American countries
section Section II|1 pages
Classroom dialogue
chapter 13|14 pages
Classroom dialogue and student attainment
section Section III|1 pages
Dialogue, teachers and professional development
chapter 16|11 pages
How dialogic teachers create the dialogic classroom
chapter 17|16 pages
Teacher professional development to support classroom dialogue
chapter 19|17 pages
Attitudes towards dialogic teaching and the choice to teach
section Section IV|1 pages
Dialogic education for literacy and language
chapter 23|12 pages
Reading as a transaction of meaning making
section Section V|1 pages
Dialogic education and digital technology
chapter 27|17 pages
Affordances for dialogue
chapter 28|14 pages
Establishing and maintaining joint attention in classroom dialogues
chapter 30|15 pages
Researching the materiality of communication in an educational makerspace
chapter 33|12 pages
Democratization and education
chapter 34|12 pages
Pedagogical link-making with digital technology in science classrooms
section Section VI|1 pages
Dialogic education in science and mathematics
chapter 40|12 pages
Dialogue and shared cognition
section Section VII|1 pages
Dialogic education for transformative purposes