2012/04/01 by Alina Reznitskaya · 1 citation
Psychology · Social Sciences · #Education and Technology Integration #Parental Involvement in Education #Reading and Literacy Development
paper · doi:10.1002/trtr.01066
crossref issued 2012/04/01 · crossref published 2012/04/01 · crossref published-print 2012/04/01 · openalex publication_date 2012/04/01 · crossref published-online 2012/04/04 · crossref created 2012/04/04 · crossref deposited 2023/11/21 · openalex created_date 2025/10/10 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01
Abstract Dialogic teaching ‐ a pedagogical approach that involves students in a collaborative construction of meaning and is characterized by shared control over the key aspects of classroom discourse ‐ has been largely advocated by contemporary research and theory. However, studies in the US and UK continue to document the persistence of monologic instruction in today's classrooms. This paper reviews empirically‐supported features of dialogic teaching and relates them to relevant theoretical models. It describes the Dialogic Inquiry Tool (DIT), an observational rating scale designed to engage elementary school teachers in a systematic and deliberate examination of their interactions during group discussions of assigned readings. The paper uses excerpts of classroom discussions to demonstrate the use of the DIT and to discuss its potential for informing teacher practice and encouraging reflection on the relationship between language and pedagogy.