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Reimagining Classroom Discourse: A Call to Action.

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Title: Reimagining Classroom Discourse: A Call to Action.
Authors: Pelton, Summer (AUTHOR) summer.pelton@slcschools.org, Grabois, Beth (AUTHOR)
Source: Science & Children. Jan/Feb2026, Vol. 63 Issue 1, p15-18. 4p.
Subject Terms: *Discussion in education, *Academic achievement, *Teacher effectiveness, *Teaching methods, *Professional employee training, *Student engagement, Peer communication
Geographic Terms: Salt Lake City (Utah)
Abstract: The COVID-19 pandemic highlighted both the importance of student dialogue and the persistent gaps in achievement. Unstructured peer conversations, while beneficial for engagement, fall short of meeting rigorous academic standards. This article urges educational leaders to prioritize sustained professional learning focused on high-impact instructional practices, particularly the strategic use of student discourse to drive deep learning and improve academic outcomes. From 2022 to 2025, a Title I elementary school in Salt Lake City implemented a monthly engagement strategy to increase student discourse and reduce reliance on direct instruction. The initiative aimed to build teacher capacity for authentic classroom dialogue through progressively rigorous strategies, supported by instructional coaches in Professional Learning Communities (PLCs). This project improved student engagement and fostered purposeful discourse, helping students refine their thinking, articulate ideas, and engage in deeper conversations, improving academic achievement. [ABSTRACT FROM AUTHOR]
Copyright of Science & Children is the property of Taylor & Francis Ltd 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
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  Data: Reimagining Classroom Discourse: A Call to Action.
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  Data: <searchLink fieldCode="AR" term="%22Pelton%2C+Summer%22">Pelton, Summer</searchLink> (AUTHOR)<i> summer.pelton@slcschools.org</i><br /><searchLink fieldCode="AR" term="%22Grabois%2C+Beth%22">Grabois, Beth</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Science+%26+Children%22">Science & Children</searchLink>. Jan/Feb2026, Vol. 63 Issue 1, p15-18. 4p.
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  Data: The COVID-19 pandemic highlighted both the importance of student dialogue and the persistent gaps in achievement. Unstructured peer conversations, while beneficial for engagement, fall short of meeting rigorous academic standards. This article urges educational leaders to prioritize sustained professional learning focused on high-impact instructional practices, particularly the strategic use of student discourse to drive deep learning and improve academic outcomes. From 2022 to 2025, a Title I elementary school in Salt Lake City implemented a monthly engagement strategy to increase student discourse and reduce reliance on direct instruction. The initiative aimed to build teacher capacity for authentic classroom dialogue through progressively rigorous strategies, supported by instructional coaches in Professional Learning Communities (PLCs). This project improved student engagement and fostered purposeful discourse, helping students refine their thinking, articulate ideas, and engage in deeper conversations, improving academic achievement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Science & Children is the property of Taylor & Francis Ltd 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191375435
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        Value: 10.1080/00368148.2026.2590975
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        Text: English
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      – SubjectFull: Academic achievement
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      – SubjectFull: Teacher effectiveness
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      – SubjectFull: Teaching methods
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      – SubjectFull: Professional employee training
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      – SubjectFull: Student engagement
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      – SubjectFull: Peer communication
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      – SubjectFull: Salt Lake City (Utah)
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              Text: Jan/Feb2026
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