Research in the Teaching of English
Nov 2001
Taking Risks, Negotiating Relationships: One Teacher’s Transition toward a Dialogic Classroom
Julie Nelson Christoph
University of Wisconsin–Madison
;
Martin Nystrand
University of Wisconsin–Madison
Abstract
This study investigated a low-achieving class that featured regular discussions to gain insight into how dialogically organized instruction emerged within the context of a traditional recitation instructional setting, further complicated by settings of poverty and linguistic diversity. Dialogic discourse can happen when teachers are adept at linking and at enabling links between academic objectives and student concerns.
- Journal
- Research in the Teaching of English
- Published
- 2001-11-01
- DOI
- 10.58680/rte20011745
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Citation Context
Cited by in this index (1)
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Ryan et al. (2021)Written Communication
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