Educational dialogues and the fostering of pupils' independence: The practices of two teachers

Journal of Curriculum Studies

Volumn 42, Issue 1, 2010, Pages 99-121

  Lockhorst, Daan ^a   Wubbels, Theo ^b   van Oers, Bert ^c  

^a Dutch Montessori school for secondary education ^*  (Netherlands)

^b UTRECHT UNIVERSITY   (Netherlands)

^c VU UNIVERSITY AMSTERDAM   (Netherlands)

Author keywords

Classroom communication; Montessori method; Student development; Teacher student relationships; Teaching styles

Indexed keywords

EID: 77951488646     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/00220270903079237     Document Type: Article

References (37)

1. Bakhtin, M. M. (1986) Speech Genres and Other Late Essays, trans. V. M. McGee, ed. C. Emerson and M. Holquist (Austin,TX: University of Texas Press).
2. Brown, A. L. and Campione, J. C. (1996) Guided discovery in a community of learners. In K. McGilly (ed.), Classroom Lessons: Integrating Cognitive Theory and Classroom Practice (Cambridge, MA: MIT Press), 229-270.
3. Bruner, J. S. (1986) Actual Minds, Possible Worlds (Cambridge, MA: Harvard University Press).
4. Bruner, J. S. (1996) The Culture of Education (Cambridge, MA: Harvard University Press).
5. Cazden, C. B. (2001) Classroom Discourse: The Language of Teaching and Learning, 2nd edn (Portsmouth, NH: Heinemann).
6. Chaiklin, S. (2003) The zone of proximal development in Vygotsky's analysis of learning and instruction. In A. Kozulin, B. Gindis, V. S. Ageyev and S. M. Miller (eds), Vygotsky's Educational Theory in Cultural Context (Cambridge: Cambridge University Press), 39-64.
7. Daniels, H. (2001) Vygotsky and Pedagogy (London: Routledge/Falmer).
8. Edwards, D. and Mercer, N. (1987) Common Knowledge: The Development of Understanding in the Classroom (London: Methuen).
9. Fogel, A. (1993) Developing Through Relationships: Origins of Communication, Self, and Culture (New York: Harvester Wheatsheaf).
10. Glaser, B. G. and Strauss, A. L. (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research (Chicago, IL: Aldine).
11. Holland, D., Lachicotte, Jr., W., Skinner, D. and Cain, C. (1998) Identity and Agency in Cultural Worlds (Cambridge, MA: Harvard University Press).
12. Inspectie van het Onderwijs (2001) De tweede fase en verder [The second phase and beyond] (Utrecht, The Netherlands: Inspectie van het Onderwijs).
13. Lincoln, Y. S. and Guba, E. G. (1985) Naturalistic Inquiry (Newbury Park, CA: Sage).
14. Lockhorst, D. A. (2003) Leraar en leerling in samenspraak [Teacher and Student in Dialogue] (Antwerp, Belgium: Garant).
15. Lockhorst, D. A. and van der Meer, A. W. (1996) Tussen Luisterschool en Werkplaats [School between Auditorium and Workshop] (Groningen, The Netherlands: Wolters- Noordhoff).
16. Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C. and Suhor, C. (1988) Dimensions of Thinking: A Framework for Curriculum and Instruction (Alexandria, VA: Association for Supervision and Curriculum Development).
17. Mercer, N. (1995) The Guided Construction of Knowledge: Talk amongst Teachers and Learners (Clevedon, UK: Multilingual Matters).
18. Miles, M. B. and Huberman, A. M. (1994) Qualitative Data Analysis: An Expanded Sourcebook, 2nd edn (Thousand Oaks, CA: Sage).
19. Moll, L. C. (1990) Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology (Cambridge: Cambridge University Press).
20. Pajares, M. F. (1992) Teachers' beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
21. Presseisen, B. Z. (1991) Thinking skills: meanings and models revisited. In A. L. Costa (ed.), Developing Minds: Programs for Teaching Thinking, Vol. 1, revised edn (Alexandria, VA: Association for Supervision and Curriculum Development), 56-62.
22. Robitaille, D. F. and Garden, R. A. (eds) (1996) Research Questions and Study Design, TIMSS [Third International Mathematics and Science Study] Monograph 2 (Vancouver, BC: Pacific Educational Press).
23. Rogoff, B. (1990) Apprenticeship in Thinking: Cognitive Development in Social Context (New York: Oxford University Press).
24. Singer, D. G., Michnick Golinkoff, R. and Hirsh-Pasek, K. (eds) (2006) Play=Learning: How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth (New York: Oxford University Press).
25. Smolka, A. L. B., De Goes, M. C. R. and Pino, A. (1995) The constitution of the subject: a persistent question. In J. V. Wertsch, P. Del Rio and A. Alvarez (eds), Sociocultural Studies of Mind (Cambridge: Cambridge University Press), 165-184.
26. Stables, A. (2003) Learning, identity and classroom dialogue. Journal of Educational Enquiry, 4(1), 1-18.
27. Steffe, L. P. and Gale, J. (eds) (1995) Constructivism in Education (Hillsdale, NJ: Erlbaum).
28. Tharp, R. G., Estrada, P., Dalton, S. S. and Yamauchi, L. A. (2000) Teaching Transformed: Achieving Excellence, Fairness, Inclusion, and Harmony (Boulder, CO: Westview Press).
29. Topping, K. J. and Trickey, S. (2007) Collaborative philosophical enquiry for school children: cognitive effects at 10-12 years. British Journal of Educational Psychology, 77(2), 271-288.
30. van Oers, B. (1996) The dynamics of school learning. In J. Valsiner and H.-G. Voss (eds), The Structure of Learning Processes (Norwood, NJ: Ablex), 205-229.
31. van Oers, B., Wardekker, W., Elbers, E. and van der Veer, R. (eds) (2008) The Transformation of Learning: Advances in Cultural-Historical Activity Theory (Cambridge: Cambridge University Press).
32. Vygotsky, L. S. (1978) Mind in Society; The Development of Higher Psychological Processes, ed. M. Cole (Cambridge, MA: Harvard University Press).
33. Weir, C. J. and Roberts, J. (1994) Evaluation in ELT (Oxford: Blackwell).
34. Wells, G. (1987) The Meaning Makers: Children Learning Language and Using Language to Learn (London: Hodder & Stoughton).
35. Wells, G. (1999) Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education (Cambridge: Cambridge University Press).
36. Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Community (Cambridge: Cambridge University Press).
37. Yin, R. K. (1994) Case Study Research: Design and Methods, 2nd edn (Thousand Oaks, CA: Sage).