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Systematic Quantitative Literature Review of the Dialogic Pedagogy Literature

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Title: Systematic Quantitative Literature Review of the Dialogic Pedagogy Literature
Language: English
Authors: Alexandra Laird-Gentle, Kevin Larkin (ORCID 0000-0002-8704-1272), Harry Kanasa (ORCID 0000-0002-9718-4074), Peter Grootenboer (ORCID 0000-0003-4996-9288)
Source: Australian Journal of Language and Literacy. 2023 46(1):29-51.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2023
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: Dialogs (Language), Teaching Methods, Educational Theories, Research Reports, Instructional Program Divisions, Elementary Secondary Education, Foreign Countries, Authors
Geographic Terms: Australia, New Zealand
DOI: 10.1007/s44020-022-00029-9
ISSN: 1038-1562
1839-4728
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419557
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Alexandra+Laird-Gentle%22">Alexandra Laird-Gentle</searchLink><br /><searchLink fieldCode="AR" term="%22Kevin+Larkin%22">Kevin Larkin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8704-1272">0000-0002-8704-1272</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harry+Kanasa%22">Harry Kanasa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9718-4074">0000-0002-9718-4074</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+Grootenboer%22">Peter Grootenboer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4996-9288">0000-0003-4996-9288</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Language+and+Literacy%22"><i>Australian Journal of Language and Literacy</i></searchLink>. 2023 46(1):29-51.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
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  Data: 10.1007/s44020-022-00029-9
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  Data: 1038-1562<br />1839-4728
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  Data: 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.
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