Across the curriculum, the questions that teachers ask in class direct learners' attention to key subject matter, and shape what they learn. This paper examines the types of questions that Chinese school Biology teachers ask, and considers how and why they vary their questioning in the context of scientific practices. Six teachers from four…

An essential element of creative musicianship is the ability to seek, provide, and respond to feedback. This article presents a method of teaching elementary music students to respond to creative work in a way that is productive and uplifting, using a discussion protocol. Grounded in the work of Lerman and Borstel's critical response and Seidel's…

A key goal of recent reforms in science education has been to support students' collective sensemaking, in which they work together to understand a natural phenomenon. This work is often done during class discussions, but facilitating those discussions is challenging. In this study, we used a framework of three discussion types to investigate how…

The development of artificial intelligence (AI) significantly improves the effectiveness of classroom dialogue systems, but their integration into the learning environment remains challenging. To address this gap, this research presents a framework for automatic intelligent dialogue analysis, intending to promote high-quality classroom dialogue…

Classroom discourse serves an important role in language, literacy, and other content area learning in early childhood and elementary classrooms. In this article, the authors define discourse as it relates to teaching and learning and overview the background of research on the topic. Then classroom discourse is reconsidered in the current context,…

The analyses of observed lessons are an important part of learning to teach. Pedagogically focused conversations are one way for pre-service teachers to do so. But how do pedagogically focused conversations enable pre-service teachers to make sense of observed teaching? Using a collective case-study approach, the study qualitatively explored the…

Medical educators constantly make decisions on when and how to intervene. Current literature provides general suggestions about types of teacher interventions. Our study aims to specify that knowledge by describing in detail the actions teachers do when intervening, the interactional consequences of those actions, and how these relate to teacher…

Purpose: This study explores prospective classroom teacher (PCT) question types and their role in initiating productive student-led talk. Design/Approach/Methods: This study is a naturalistic inquiry focusing on the structure, nature, and productivity of PCT questions using data collected from 24 fourth-grade (exit-level) PCTs. Video-based data…

Facilitating rigorous and interactive (dialogic) classroom text discussions that build reading comprehension skills requires advanced forms of expertise and skills. The authors describe three different ways that discussions can evolve when practicing teachers take up the work of making their discussions more dialogic. The authors then describe…

Statistics has been a content domain in the mathematics curriculum for decades. However, statistics is a distinct discipline from mathematics and there are important differences in how one should teach the two disciplines. In this article, the authors consider how these differences can inform an adaptation to the 5 Practices for Orchestrating…

It is still a challenge for students to engage in classroom dialogue actively and realize effective dialogue-based learning, as classroom dialogue are influenced by a multitude of factors. It is reasonable to believe that by delving into a specific variable (perceived care) to gain insights into its potential impact on dialogue engagement, which…

Intellectual risk-taking, the act of engaging in learning by contributing an idea, question, or creative thought regardless of potential errors or judgments, is associated with many positive student outcomes; however, there is limited guidance on how to create an environment in which students feel empowered to be courageous in this way. In the…

Whole-class discussions in mathematics are envisioned as spaces for the sharing of ideas and making connections among them. We pursue how Palestinian/Arab Israeli teachers consider making use of multiple solutions to a task: which three they indicate that they would select for a whole-class discussion and in what sequence. Under the hypothetical…

Classroom discussions are regarded by both practitioners and researchers as an essential pedagogical practice for fostering students' high-level comprehension of text yet cultivating a dialogic classroom culture conducive to supporting students' productive talk can be a delicate undertaking. In this article, using a series of transcripts from one…

The growing interest in classroom discourse reflects a wide recognition within the mathematics education community of the critical role of social interactions in the joint construction of mathematics knowledge. An extensive body of empirical and theoretical work has been undertaken in the last two decades to characterise the types of classroom…