Controversies and consensus in research on dialogic teaching and learning

Christa S.C. Asterhan, Christine Howe, Adam Lefstein, Eugene Matusov, Alina Reznitskaya

Research output: Contribution to journalReview articlepeer-review

23 Scopus citations


Scholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement with each other's work is rare. Scholarly discussions and publications tend to be clustered in separate communities, each characterized by a particular type of research questions, aspects of dialogue they focus on, type of evidence they bring to bear, and ways in which standards for rigor are constructed. In the present contribution, we asked four leading scholars from different research traditions to react to four provocative statements that were deliberately designed to reveal areas of consensus and disagreement1. Topic-wise, the provocations related to theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class, respectively. We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.

Original languageAmerican English
Pages (from-to)S1-S16
JournalDialogic Pedagogy
StatePublished - Jan 2020

Bibliographical note

Funding Information:
Alina Reznitskaya is a Professor at Montclair State University, USA. She received her doctoral degree in Educational Psychology from the University of Illinois and did her post-doctoral research at Yale University. Alina has acquired expertise in educational psychology, quantitative research methodology, and educational measurement, and she teaches undergraduate and graduate courses on these topics. Alina’s research interests include investigating the role social interaction plays in the development of argument literacy, designing measures of argumentation, and examining professional development efforts that help teachers learn to facilitate argumentation during class discussions. Alina has been awarded research grants by the Spencer Foundation and the U.S. Department of Education, Institute of Education Sciences. Dr. Reznitskaya’s work has appeared in a variety of journals and edited books, including Educational Psychologist, The Reading Teacher, Contemporary Educational Psychology, Cambridge Journal of

Publisher Copyright:
© 2020 University Library System, University of Pittsburgh. All rights reserved.


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