Advances in research on classroom dialogue: learning outcomes and assessments

Research output: Contribution to JournalEditorialAcademicpeer-review

Abstract

The goal of this special issue is to examine how certain modes of classroom dialogue might contribute to students' learning outcomes. The articles in this special issue share the idea of classroom talk as a problem-oriented dialogue. In other words, an interactional configuration based on exchanges among students and teachers that go beyond the predominantly monologic approaches of classroom talk. In each of the contributions to this special issue, different types of learning outcomes were studied as a result of specific ways of orchestrating classroom dialogue. All in all, the studies in this special issue yield a picture of the field as a productive research area: they provide evidence for the plausibility of the assumption that dialogic orchestrations of classroom talk may produce various desired learning and developmental outcomes in students, depending on what outcomes we want to articulate, and how they are assessed. Although the studies in this special issue yield promising results for future improvements of classroom practice more (preferably longitudinal) research is required.

Original languageEnglish
Pages (from-to)1-4
Number of pages4
JournalLearning and Instruction
Volume48
Early online date18 Apr 2017
DOIs
Publication statusPublished - Apr 2017

Fingerprint

dialogue
Outcome Assessment (Health Care)
Learning
Students
classroom
Research
learning
student exchange
student
teacher
evidence

Keywords

  • Assessment
  • Classroom dialogue
  • Identity formation
  • Learning outcomes
  • Participation in discourse
  • Problem solving

Cite this

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abstract = "The goal of this special issue is to examine how certain modes of classroom dialogue might contribute to students' learning outcomes. The articles in this special issue share the idea of classroom talk as a problem-oriented dialogue. In other words, an interactional configuration based on exchanges among students and teachers that go beyond the predominantly monologic approaches of classroom talk. In each of the contributions to this special issue, different types of learning outcomes were studied as a result of specific ways of orchestrating classroom dialogue. All in all, the studies in this special issue yield a picture of the field as a productive research area: they provide evidence for the plausibility of the assumption that dialogic orchestrations of classroom talk may produce various desired learning and developmental outcomes in students, depending on what outcomes we want to articulate, and how they are assessed. Although the studies in this special issue yield promising results for future improvements of classroom practice more (preferably longitudinal) research is required.",
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Advances in research on classroom dialogue: learning outcomes and assessments. / van der Veen, Chiel; van Oers, Bert.

In: Learning and Instruction, Vol. 48, 04.2017, p. 1-4.

Research output: Contribution to JournalEditorialAcademicpeer-review

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