The significance of educational dialogues between primary school children

Educational Dialogues: Understanding and Promoting Productive interaction

Volumn , Issue , 2010, Pages 271-288

  Littleton, Karen ^a   Mercer, Neil ^b  

^a UNIVERSITY OF JYVÄSKYLÄ   (Finland)

^b UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84863860825     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203863510-29     Document Type: Chapter

References (61)

1. Alexander, R. (2005) Towards Dialogic Teaching:rethinking classroom talk, Cambridge:Dialogos.
2. Anderson, R. C., Chinn, C., Waggoner, M. and Nguyen, K. (1998) ‘Intellectually-stimulating story discussions’, in J. Osborn and F. Lehr (eds) Literacy for All: issues in teaching and learning, New York: Guildford Press.
3. Azmitia, M. and Montgomery, R. (1993) ‘Friendship, transactive dialogues and the development of scientific reasoning’, Social Development, 2:202-21.
4. Barbieri, M. and Light, P. (1992) ‘Interaction, gender and performance on a computerbased task’, Learning and Instruction, 2:199-213.
5. Barnes, D. (2008) ‘Exploratory Talk for learning’, in N. Mercer and S. Hodgkinson, (eds) Exploring Talk in School, London: Sage.
6. Barnes, D. and Todd, F. (1977) Communication and Learning in Small Groups, London:Routledge and Kegan Paul.
7. Barnes, D. and Todd, F. (1995) Communication and Learning Revisited, Portsmouth, NH: Heinemann.
8. Barron, B. (2000) ‘Achieving co-ordination in collaborative problem-solving groups’, Journal of the Learning Sciences, 9:403-36.
9. Bennett, N. and Dunne, E. (1992) Managing Classroom Groups, London: Simon and Schuster.
10. Blatchford, P. and Kutnick, P. (2003) ‘Developing groupwork in everyday classrooms’, Special issue of the International Journal of Educational Research, 39.
11. Chinn, C. F. and Anderson, R. (1998) ‘The structure of discussions that promote reasoning’, Teachers College Record, 100:315-68.
12. Cohen, E. G. (1994) ‘Restructuring the classroom: conditions for productive small groups’, Review of Educational Research, 64:1-35.
13. Daniels, H. (2001) Vygotsky and Pedagogy, London: RoutledgeFalmer.
14. Dawes, L. (2008) The Essential Speaking and Listening: talk for learning at Key Stage 2, London: Routledge.
15. Dawes, L. and Sams, C. (2004) Talk Box: speaking and listening activities for learning at Key Stage 1, London: David Fulton.
16. Dawes, L., Mercer, N. and Wegerif, R. (2003) Thinking Together: a programme of activities for developing thinking skills at KS2, Birmingham: Questions.
17. Dillenbourg, P. (1999) Collaborative Learning: cognitive and computational approaches, Oxford: Pergamon.
18. Dillenbourg, P., Baker, M., Blaye, A. and O’Malley, C. (1995) ‘The evolution of research on collaborative learning’, in H. Spada and P. Reiman (eds) Learning in Humans and Machines: towards an interdisciplinary learning science, Oxford: Elsevier.
19. Edwards, D, and Mercer, N. (1987) Common Knowledge: the development of understanding in the classroom, London: Methuen/Routledge.
20. Fisher, E. (1993) ‘Distinctive features of pupil-pupil talk and their relationship to learning’, Language and Education, 7:239-58.
21. Fisher, R. and Larkin, S. (2008) ‘Pedagogy or ideological struggle? An examination of pupils’ and teachers’ expectations for talk in the classroom’, Language and Education, 22:1-16.
22. Fuchs, L. S. and Fuchs, D. (2000) ‘Effects of workgroup structure and size on student productivity during collaborative work on complex tasks’, Elementary School Journal, 100:183-212.
23. Galton, M. and Williamson, J. (1992) Group Work in the Primary Classroom, London:Routledge.
24. Galton, M., Hargreaves, L., Comber, C., Wall, D. and Pell, A. (1999) Inside the Primary Classroom: 20 years on, London: Routledge.
25. Galton, M., Simon, B. and Croll, P. (1980) Inside the Primary Classroom (the ORACLE Project), London: Routledge and Kegan Paul.
26. Hart, B. and Risley, T. R. (1995) Meaningful Differences in the Everyday Experience of Young American Children, New York: Brookes.
27. Hertz-Lazarowitz, R. (1992) ‘Understanding interactive behaviours: looking at six mirrors of the classroom’, in R. Hertz-Lazarowitz and N. Miller (eds) Interaction in Cooperative Groups: the theoretical anatomy of group learning, Cambridge: Cambridge University Press.
28. Howe, C. (1997) Gender and Classroom Interaction: a research review, Edinburgh: Scottish Council for Research in Education.
29. Howe, C., Tolmie, A., Thurston, A., Topping, K., Christie, D., Livingston, K., Jessiman, E. and Donaldson, C. (2007) ‘Group work in elementary science: towards organisational principles for supporting pupil learning’, Learning and Instruction, 17:549-63.
30. Howe, C. J. and Tolmie, A. (2003) ‘Group work in primary school science: discussion, consensus and guidance from expert’, International Journal of Educational Research, 39:51-72.
31. Howe, C. J., McWilliam, D. and Cross, G. (2005). ‘Chance favours only the prepared mind:incubation and the delayed effects of peer collaboration’, British Journal of Psychology, 96:67-93.
32. Howe, C. J., Tolmie, A. and Rodgers, C. (1992) ‘The acquisition of conceptual knowledge by primary school children: group interaction and the understanding of motion down an inclined plane’, British Journal of Developmental Psychology, 10:113-30.
33. Keefer, M., Zeitz, C. and Resnick, L. (2000) ‘Judging the quality of peer-led student dialogues’, Cognition and Instruction, 18:53-81.
34. Kim, I.-H., Anderson, R., Nguyen-Jahiel, K. and Archodidou, A. (2007) ‘Discourse patterns during children’s online discussions’, Journal of the Learning Sciences, 16:333-70.
35. Lambirth, A. (2006) ‘Challenging the laws of talk: ground rules, social reproduction and the curriculum’, The Curriculum Journal, 17:59-71.
36. Light, P. and Littleton, K. (1999) Social Processes in Children’s Learning, Cambridge:Cambridge University Press.
37. Littleton, K. (1999) ‘Productivity through interaction: an overview’, in K. Littleton and P. Light (eds) Learning with Computers: analyzing productive interaction, London:Routledge.
38. Mercer, N. (1995) The Guided Construction of Knowledge: talk among teachers and learners, Clevedon: Multilingual Matters.
39. Mercer, N. (2000) Words and Minds: how we use language to think together, London:Routledge.
40. Mercer, N. (2008) ‘Talk and the development of reasoning and understanding’, Human Development, 51:90-100.
41. Mercer, N. and Littleton, K. (2007) Dialogue and the Development of Children’s Thinking: a sociocultural approach, London: Routledge.
42. Mercer, N., Dawes, R., Wegerif, R., and Sams, C. (2004) ‘Reasoning as a scientist: ways of helping children to use language to learn science’, British Educational Research Journal, 30:367-85.
43. Michaels, S. and O’Connor, M. C. (2002) Accountable Talk: classroom conversation that works [CD-ROM]: University of Pittsburgh.
44. Nystrand, M. (1986) The Structure of Written Communication: studies of reciprocity between writers and readers, London: Academic Press.
45. Raven, J., Court, J. and Raven, J. C. (1995) Manual for Raven’s Progressive Matrices and Vocabulary Scales, Oxford: Oxford Psychologists Press.
46. Resnick, L. B. (1999) ‘Making America smarter’, Education Week Century Series, 18:38-40.
47. Rogoff, B. (1990) Apprenticeship in Thinking: cognitive development in social context, Oxford:Oxford University Press.
48. Ryder, J. and Campbell, L. (1989) ‘Groupsense: when groupwork does not add up to “groupwork”', Pastoral Care in Education, 7:22-30.
49. Slavin, R. E. (1980) ‘Co-operative learning’, Review of Educational Research, 50:315-42.
50. Underwood, J. and Underwood, G. (1999) ‘Task effects in co-operative and collaborative learning with computers’, in K. Littleton and P. Light (eds) Learning with Computers:analysing productive interaction, London: Routledge.
51. Vygotsky, L. S. (1962) Thought and Language, Cambridge, MA: MIT Press.
52. Vygotsky, L. S. (1978) Mind in Society, Cambridge, MA: Harvard University Press.
53. Webb, N. M. (1989) ‘Peer interaction and learning in small groups’, International Journal of Educational Research, 13:21-39.
54. Wegerif, R. and Dawes, L. (2004) Thinking and Learning with ICT: raising achievement in primary classrooms, London: Routledge.
55. Wegerif, R. and Scrimshaw, P. (eds) (1997) Computers and Talk in the Primary Classroom, Clevedon: Multilingual Matters.
56. Wegerif, R., Mercer, N. and Dawes, L. (1999) ‘From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development’, Learning and Instruction, 9:493-516.
57. Wells, G. (1986) The Meaning Makers, London: Hodder and Stoughton.
58. Wells, G. (1999) Dialogic Inquiry: towards a socio-cultural practice and theory of education, Cambridge: Cambridge University Press.
59. Wells, G. and Claxton, G. (2002) (eds) Learning for Life in the 21st Century, Oxford:Blackwell.
60. Wertsch, J. V. (1991) ‘A sociocultural approach to socially shared cognition’, in L. B. Resnick, J. M. Levine and S. D. Teasley (eds) Perspectives on Socially Shared Cognition, Washington: American Psychological Association.
61. Wilkinson, I. and Fung, I. (2002) ‘Small group composition and peer effects’, International Journal of Educational Research, 37: 425-47.