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Abstract We describe the progression of a program of research designed to study the relationship between instructional dialogue and learning opportunities across three interventions: Reciprocal Teaching, Guided Inquiry supporting Multiple… Click to show full abstract
Abstract We describe the progression of a program of research designed to study the relationship between instructional dialogue and learning opportunities across three interventions: Reciprocal Teaching, Guided Inquiry supporting Multiple Literacies, and WeInvestigate. Each intervention was informed by sociocultural theory. Descriptive data collected in the course of constructing case studies of classrooms points to the multiple roles teachers play in supporting and sustaining productive dialogue.
Journal Title: International Journal of Educational Research
Year Published: 2019
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