This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian…

Explores the notion that some social interactions are more conducive to the construction of knowledge than others. Describes the use of argumentation as a learning tool during play by analyzing transcripts of the interactions of four-and-a-half year olds. Derives implications for early childhood education from these examples and from a theoretical…

Uses William B. Stiles' discourse analysis system to determine whether there are general differences in the way individuals varying in construct system development use their utterances to establish understanding with each other. Finds that construct system development was positively correlated with edification and question response mode use, and…