Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and outlining the parameters of "critical dialogic…

I propose that attending how symbolizing activity functions for teachers and students helps to characterize student-teacher communication, and allows for an investigation of how symbolizing activity contributes to learning. I begin this discussion by articulating four ideas-schemes, symbolizing activity, communication, and learning. Then I propose…

A survey was conducted with undergraduate students, ranging from freshmen to seniors, who are currently enrolled at Philadelphia University to identify variables affecting classroom interactions. Data were examined using a commercially available statistical package (Minitab for Windows) and comparisons were made using unpaired t-tests. This paper…