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Learning and Instruction

April 2017 Volume 48, Number 1

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Table of Contents

Number of articles: 8

  1. The silent and the vocal: Participation and learning in whole-class discussion

    Catherine O'Connor, School of Education, United States; Sarah Michaels, Hiatt Center for Urban Education, United States; Suzanne Chapin & Allen G. Harbaugh, School of Education, United States

    We explore vocal vs. silent student participation in whole-class mathematics discussion in relation to learning outcomes, relying on additional data analysis from a previously published More

    pp. 5-13

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  2. The effect of productive classroom talk and metacommunication on young children’s oral communicative competence and subject matter knowledge: An intervention study in early childhood education

    Chiel van der Veen, Langha de Mey, Claudia van Kruistum & Bert van Oers

    The aim of the present study was to investigate the effect of productive classroom talk and metacommunication on the development of young children’s oral communicative competence and subject matter... More

    pp. 14-22

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  3. Dialogic teaching and students’ discursive identity negotiation in the learning of science

    Kristiina Kumpulainen & Antti Rajala

    This study sought to understand how dialogic teaching, as enacted in everyday classroom interaction, affords students opportunities for identity negotiation as learners of science. By drawing on... More

    pp. 23-31

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  4. Discursive strategies that foster an epistemic community for argument in a biology classroom

    Ellice Ann Forman, Virginia Ramirez-DelToro, Lisa Brown & Cynthia Passmore, School of Education, United States

    Although the study of classroom discourse has a long history, there has been a recent change in theoretical perspective towards viewing learning as becoming a member of a disciplinary community. In... More

    pp. 32-39

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  5. Developing and trialing a measure of group thinking

    Rupert Wegerif, Taro Fujita, Jonathan Doney, Julieta Perez Linares, Andrew Richards & Claire van Rhyn

    This paper offers a critical review of the issue of assessing the quality of group thinking, describes the development of a Group Thinking Measure that fills a gap revealed by the literature and... More

    pp. 40-50

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  6. An oracy assessment toolkit: Linking research and development in the assessment of students' spoken language skills at age 11-12

    Neil Mercer, Paul Warwick & Ayesha Ahmed

    This article describes the development of a set of research-informed resources for assessing the spoken language skills (oracy) of students aged 11-12. The Cambridge Oracy Assessment Toolkit... More

    pp. 51-60

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  7. Advances in research on classroom dialogue: Commentary on the articles

    Christine Howe

    This commentary reviews the six articles that comprise the Special Issue on ‘Advances in research on classroom dialogue: Learning outcomes and assessments’. The commentary focuses on the general... More

    pp. 61-65

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  8. Commentary: Analyzing classroom dialogue to create changes in school

    Fernanda Liberali

    In this commentary, the articles of the special issue will be discussed in relation to how they address classroom dialogue to promote new forms of education. The articles present possibilities to... More

    pp. 66-69

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