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

P. Kutnick, Jennifer Colwell

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapter

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.
Original languageEnglish
Title of host publicationEducational dialogues: understanding and promoting productive interaction
EditorsC. Howe, K. Littleton
Place of PublicationAbingdon, Oxon, UK
PublisherRoutledge
Pages192-215
Number of pages24
ISBN (Print)9780415462167
Publication statusPublished - Jan 2010

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    Kutnick, P., & Colwell, J. (2010). Dialogue enhancement in classrooms: towards a relational approach for group working. In C. Howe, & K. Littleton (Eds.), Educational dialogues: understanding and promoting productive interaction (pp. 192-215). Routledge. http://www.routledge.com/books/details/9780415462150/