Classroom Dialogue: A Systematic Review across Four Decades of Research

Autor/inn/en	Howe, Christine; Abedin, Manzoorul
Titel	Classroom Dialogue: A Systematic Review across Four Decades of Research
Quelle	In: Cambridge Journal of Education, 43 (2013) 3, S.325-356 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2013.786024
Schlagwörter	Classroom Communication; Literature Reviews; Reference Materials; Elementary Secondary Education; Classroom Environment; Participant Characteristics; Data Collection; Discourse Analysis; Discourse Modes; Predictor Variables; Gender Differences; Ethnicity; Teaching Styles; Evaluation Methods; Electronic Journals; Bibliometrics; Educational Research; Search Strategies; Foreign Countries; Research Methodology + Suchen Sie Ihr Suchwort? Klassengespräch; Literaturnachweis; Klassenklima; Unterrichtsklima; Data capture; Datensammlung; Diskursanalyse; Diskursethik; Prädiktor; Geschlechterkonflikt; Ethnizität; Lehrstil; Unterrichtsstil; E-Journal; Bibliometrie; Bildungsforschung; Pädagogische Forschung; Suchstrategie; Ausland; Research method; Forschungsmethode
Abstract	Recognizing that empirical research into classroom dialogue has been conducted for about 40?years, a review is reported of 225 studies published between 1972 and 2011. The studies were identified through systematic search of electronic databases and scrutiny of publication reference lists. They focus on classroom dialogue in primary and secondary classrooms, covering the full age range of compulsory schooling. The methods of data collection and analysis used in the studies are described and discussed, with changes and continuities over time highlighted. Study results are then summarized and integrated to present a succinct picture of what is currently known and where future research might profitably be directed. One key message is that much more is known about how classroom dialogue is organized than about whether certain modes of organization are more beneficial than others. Moreover, epistemological and methodological change may be required if the situation is to be remedied. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10