Systematic quantitative literature review of the dialogic pedagogy literature.
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| Title: | Systematic quantitative literature review of the dialogic pedagogy literature. |
|---|---|
| Authors: | Laird-Gentle, Alexandra1 a.laird@griffith.edu.au, Larkin, Kevin1, Kanasa, Harry1, Grootenboer, Peter1 |
| Source: | Australian Journal of Language & Literacy. Apr2023, Vol. 46 Issue 1, p29-51. 23p. |
| Subject Terms: | *Dialogic teaching, *School year, *Qualitative research, *Curriculum, *Mathematics education |
| Geographic Terms: | New Zealand |
| Abstract: | This systematic quantitative literature review was conducted to analyse and synthesise the extant corpus of knowledge on dialogic pedagogy within school settings, and thus identify theoretical and methodological gaps in the literature, which might suggest new avenues for research. A search of eight databases (2014–2020) revealed an initial pool of 2443 papers, which was reduced to 61 after screening for eligibility. An analysis of the 61 papers was framed around the following questions: What is the dominant mode of classroom discourse (monologic or dialogic) reported in the literature? Where is dialogic pedagogy being researched? Who are the dominant voices in the field? and Which year levels and school subjects have been examined using which methodologies? A key finding of the analysis was the absence of substantial research by Australian or New Zealand authors, specifically where mathematics education is concerned. Similarly, there is little investigation focusing on the early years of schooling. While some education areas have been well researched with regard to dialogic pedagogy, further work is required that focuses on areas such as the early years of schooling; non-science contexts; and the use of qualitative research methods [ABSTRACT FROM AUTHOR] |
| Copyright of Australian Journal of Language & Literacy is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162878850 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s44020-022-00029-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 29 Subjects: – SubjectFull: Dialogic teaching Type: general – SubjectFull: School year Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: New Zealand Type: general Titles: – TitleFull: Systematic quantitative literature review of the dialogic pedagogy literature. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Laird-Gentle, Alexandra – PersonEntity: Name: NameFull: Larkin, Kevin – PersonEntity: Name: NameFull: Kanasa, Harry – PersonEntity: Name: NameFull: Grootenboer, Peter IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 10381562 Numbering: – Type: volume Value: 46 – Type: issue Value: 1 Titles: – TitleFull: Australian Journal of Language & Literacy Type: main |
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