Classroom Discussions in Education

P. Karen Murphy

• Publisher: Routledge
• Year: 2017
• ISBN:
  9781351704281
• Edition: 1
• Topic: Education
• Subtopic: Educational Psychology

Classroom discussion is a concept familiar across the field of education and is often employed to support students' comprehension of text. Edited by a leading expert on classroom discussion, this book situates the topic within the broader context of educational psychology research and theory and brings it to a wider audience. Five chapters describe in detail the different approaches to discussion and provide recommendations for best practices and curricular materials for student success. This concise volume is designed for any education course that includes discussion in the curriculum and is indispensible for student researchers and both pre- and in-service teachers alike.

Index

Page numbers in italic indicate a figure and page numbers in bold indicate a table on the corresponding page.

aesthetic stance see expressive stance

analogous reasoning 81, 83

argumentation skills 79–81, 90

argumentative writing 91, 92, 93, 94

Argument-Driven Inquiry (ADI) instructional model 93

argument structures 88, 89

authentic questions (AQs): and comprehension 113; and dialogic responsiveness 124; and discourse elements 34; for engaged learning 46–7; introduction to 12, 13; and productive discussions 34

average-ability students 61, 64, 65, 66

back channeling discourse move 38

back-pocket questions 125, 129

balance responsiveness and structure 124

Book Club (BC) approach 18–20

challenging discourse move 38, 41, 42, 122

checking discourse move 38

clarifying discourse move 39

classroom discussion approaches: BC method 18–20; Collaborative Reasoning 21–2; introduction to 2, 11–13; QtA method 16–17

classroom discussions: and CODA 25–6; and cognitive theory 4, 6–8, 12; evaluation of 45; group composition impact on 59–60; and instructional framing 11–26; introduction to 3; participation during 13, 57; performance in 63–70; phases of 13; and Quality Talk 102; and social constructivist theory 4–6; and sociocognitive theory 8–10; stance concept for 14–24; students’ role in 45–9; teachers’ role in 33–45; teacher-student relationship in 64–5; theoretical foundations 3–10

cognitive processes 78, 81, 95

cognitive representations 9, 25

cognitive theory 4, 6–8, 12

Collaborative Reasoning (CR) approach 21–2, 65, 91–2

communication 1, 57, 58, 91

comprehension: and AQs 113; and CR discussions 22; and engaged learning 46; enhancing 48, 49; evidence of 42, 43; and expressive discussions 19; facilitating 12, 13; high-level 55, 56, 69–72, 113; introduction to 4, 5, 7; and productive discussions 103; and QtA discussions 17; reading 17, 19, 70, 77, 79, 84–7; and small-group discussions 3–5, 10

connection questions (CQs) 115, 116, 120

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Table of contents

• Cover
• Title
• Copyright
• Contents
• Acknowledgments
• Preface
• One: Classroom Discussions: Building the Foundation for Productive Talk
• Two: Teacher and Student Roles: Walking the Gradually Changing Line of Responsibility
• Three: Pedagogical Decisions and Contextual Factors: Tipping the Scales Toward Highly Productive Discussions
• Four: Learning Processes and Products: Propelling Students Ahead Through Talk
• Five: Quality Talk: A Blueprint for Productive Talk
• Glossary
• Contributor Biographies
• Index