Attending to all we elicit : student skepticism of dialogic practices and stances
Abstract/Contents
- Abstract
- The way teachers organize classroom talk matters for the way students make sense of texts. Dialogic teaching (Alexander, 2004), a pedagogical approach that centers on student talk and sensemaking, represents a promising, albeit rare (Nystrand, 1997), alternative to instruction that is dominated by the teacher's voice. Beyond a few exceptions (Christoph & Nystrand, 2001; Aukerman et al., 2008), studies rarely offer detailed accounts of how teachers negotiate dialogic relationships with students. This dissertation offers one such account, documenting how I, as a practitioner- researcher (Cochran-Smith & Lytle, 1993), enacted dialogic teaching with a group of seventh graders in a series of small-group text discussions. In my first findings chapter, I explore how students' contestation of my revoicings (O'Connor & Michaels, 1993) challenged pre-conceived notions of how dialogic talk moves function with students. My second findings chapter focused on how students responded to one another's claims to be textual authorities (Aukerman, 2007). My findings suggest that dialogic teaching not only involves responding to the highly contingent nature of students' textual interpretations, but also to their interpretations of the relational aspects of this teaching, particularly the power imbued in these relationships. It also suggests that student criticality is not always text-centric, but can be directed at the pedagogical context - and is sometimes voiced in-the-moment of instruction. Thirdly, my findings suggest that student criticality was not the sole possession of individual students, but was something that emerged in dialogue, a collective critical awareness of how my dialogic pedagogy was sought to position students
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2020; ©2020 |
| Publication date | 2020; 2020 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Aiello, Liam |
|---|---|
| Degree supervisor | Aukerman, Maren (Maren Songmy) |
| Degree supervisor | Martínez, Ramón, 1972- |
| Thesis advisor | Aukerman, Maren (Maren Songmy) |
| Thesis advisor | Martínez, Ramón, 1972- |
| Thesis advisor | Williamson, Peter, 1968- |
| Degree committee member | Williamson, Peter, 1968- |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Liam Aiello |
|---|---|
| Note | Submitted to the Graduate School of Education |
| Thesis | Thesis Ph.D. Stanford University 2020 |
| Location | electronic resource |
Access conditions
- Copyright
- © 2020 by Liam Aiello
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Also listed in
Loading usage metrics...