Student-student talk for dialogic teaching: Challenging and changing the interaction order in whole-class talk

Research output: Book chapter/Published conference paperConference paper

Abstract

The Initiation-Response-Feedback (IRF) talk structure massively constitutes classroom lessons but often provides limited talk options for students. This paper draws on practitioner action research in an elementary classroom where a teacher deliberately sought to challenge the predominance of the IRF structure and promote dialogic teaching during whole-class talk. Specifically, we examine whole-class talk where students build on the talk of each other. Conversation analysis delineates the ways teacher talk provided for student-student interaction, students produced consecutive turns, and the teacher resumed talk following student-student interactions. The study establishes possibilities for enabling whole-class talk where students extend their participation and challenges faced when changing the interaction order.
Original languageEnglish
Title of host publicationAnnual meeting of the American Educational Research Association
PublisherAmerican Educational Research Association (AERA)
Publication statusPublished - 2017
EventAmerican Educational Research Association Annual Meeting 2017: AERA 2017 - Grand Hyatt San Antonio, San Antonio, United States
Duration: 27 Apr 201701 May 2017
https://www.aera.net/Events-Meetings/Annual-Meeting/2017-Annual-Meeting-Program

Conference

ConferenceAmerican Educational Research Association Annual Meeting 2017
Abbreviated titleKnowledge to action: achieving the promise of equal educational opportunity
CountryUnited States
CitySan Antonio
Period27/04/1701/05/17
Internet address

Fingerprint

Teaching
interaction
student
teacher
classroom
conversation analysis
action research
participation

Cite this

Davidson, C., & Edwards-Groves, C. (2017). Student-student talk for dialogic teaching: Challenging and changing the interaction order in whole-class talk. In Annual meeting of the American Educational Research Association American Educational Research Association (AERA).
Davidson, Christina ; Edwards-Groves, Christine. / Student-student talk for dialogic teaching : Challenging and changing the interaction order in whole-class talk. Annual meeting of the American Educational Research Association. American Educational Research Association (AERA), 2017.
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abstract = "The Initiation-Response-Feedback (IRF) talk structure massively constitutes classroom lessons but often provides limited talk options for students. This paper draws on practitioner action research in an elementary classroom where a teacher deliberately sought to challenge the predominance of the IRF structure and promote dialogic teaching during whole-class talk. Specifically, we examine whole-class talk where students build on the talk of each other. Conversation analysis delineates the ways teacher talk provided for student-student interaction, students produced consecutive turns, and the teacher resumed talk following student-student interactions. The study establishes possibilities for enabling whole-class talk where students extend their participation and challenges faced when changing the interaction order.",
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booktitle = "Annual meeting of the American Educational Research Association",
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Davidson, C & Edwards-Groves, C 2017, Student-student talk for dialogic teaching: Challenging and changing the interaction order in whole-class talk. in Annual meeting of the American Educational Research Association. American Educational Research Association (AERA), American Educational Research Association Annual Meeting 2017, San Antonio, United States, 27/04/17.

Student-student talk for dialogic teaching : Challenging and changing the interaction order in whole-class talk. / Davidson, Christina; Edwards-Groves, Christine.

Annual meeting of the American Educational Research Association. American Educational Research Association (AERA), 2017.

Research output: Book chapter/Published conference paperConference paper

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T1 - Student-student talk for dialogic teaching

T2 - Challenging and changing the interaction order in whole-class talk

AU - Davidson, Christina

AU - Edwards-Groves, Christine

PY - 2017

Y1 - 2017

N2 - The Initiation-Response-Feedback (IRF) talk structure massively constitutes classroom lessons but often provides limited talk options for students. This paper draws on practitioner action research in an elementary classroom where a teacher deliberately sought to challenge the predominance of the IRF structure and promote dialogic teaching during whole-class talk. Specifically, we examine whole-class talk where students build on the talk of each other. Conversation analysis delineates the ways teacher talk provided for student-student interaction, students produced consecutive turns, and the teacher resumed talk following student-student interactions. The study establishes possibilities for enabling whole-class talk where students extend their participation and challenges faced when changing the interaction order.

AB - The Initiation-Response-Feedback (IRF) talk structure massively constitutes classroom lessons but often provides limited talk options for students. This paper draws on practitioner action research in an elementary classroom where a teacher deliberately sought to challenge the predominance of the IRF structure and promote dialogic teaching during whole-class talk. Specifically, we examine whole-class talk where students build on the talk of each other. Conversation analysis delineates the ways teacher talk provided for student-student interaction, students produced consecutive turns, and the teacher resumed talk following student-student interactions. The study establishes possibilities for enabling whole-class talk where students extend their participation and challenges faced when changing the interaction order.

M3 - Conference paper

BT - Annual meeting of the American Educational Research Association

PB - American Educational Research Association (AERA)

ER -

Davidson C, Edwards-Groves C. Student-student talk for dialogic teaching: Challenging and changing the interaction order in whole-class talk. In Annual meeting of the American Educational Research Association. American Educational Research Association (AERA). 2017