Classroom interaction and student learning: Reasoned dialogue versus reasoned opposition
Analyses of classroom interaction have frequently spotlighted reasoned dialogue as beneficial for student learning, and research into small-group activity amongst students offers empirical support. However, the evidence relating to teacher-student interaction has never been compelling, and one of t...
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| Format: | Article |
| Language: | English |
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University Library System, University of Pittsburgh
2023-05-01
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| Series: | Dialogic Pedagogy |
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| Online Access: | https://dpj.pitt.edu/ojs/dpj1/article/view/549 |