Although the goals of consensus-based decision-making (CBDM) and the academic theological classroom are quite distinct (most notably that in the classroom, there is no need to come to a group decision), both share the aim of honoring all voices and perspectives and ensuring that marginalized voices and experiences are elevated. It is an important…

Meaningful participation in science and engineering practices requires that students make their thinking visible to others and build on one another's ideas. But sharing ideas with others in small groups and classrooms carries social risk, particularly for students from nondominant groups and communities. In this paper, we explore how students'…

While scholars emphasize the importance of dialogic talk in fostering students' critical thinking, collaborative learning, and literacy, it remains rare in classroom practice. To better understand students' perspectives on motivations and hindrances for engaging in such discussions, this mixed methods study analyzes 693 survey responses from…

Ethnograms are used to visualize data gathered from students' and teachers' talk in the classrooms of a secondary school in the UK. A sample of "talk data" is portrayed in three example ethnograms. The ethnograms transform non-visual data into the visual domain for the purpose of analysis using visualization and abstraction. Using…

Luhmann's theory allows for a reflection on teaching as interaction system. According to Luhmann, the interaction system of teaching accomplishes the function of the education system, i.e. transforming psychic systems in persons. The education system fixes the social structures of teaching, i.e. conveyance and evaluation of knowledge. However, the…

Students' voices are all too often missing in classrooms today. Research over the past 50 years has identified a number of problems associated with these missing voices. There are ingrained habits of "initiation-response-evaluation" (I-R-E) during which teachers assume responsibility for guiding classroom conversation and a tendency for…

Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor-related variables, such as reciprocal identities, group membership and atmosphere, and peer…

This critical duoethnography takes silence in classroom discussions as a sociocultural artifact that reveals the norms of the society that upholds it. In this research, we made visible and explored the content of silence we experienced as international graduate students. We found that repeated patterns of silence in classroom discussions acted to…

Turning educational ideas into meaningful learning requires planning for uncertainty. This article presents Bakhtin's key concept of "eventness" as an essential aspect of defining dialogic space. To Bakhtin an event is something happening here and now, with a degree of open-ended uncertainty tied to what will happen next. Acknowledging…

The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson…

Teacher expectancy (TE) refers to the inferences that teachers make about academic achievement, and future career choice of their students, it is a teacher level variable, and it mediates the teacher-student interaction. I hypothesize that the TE impacts the distribution of learning opportunities in 8th grade mathematics classes. So, I investigate…

In this article, I explore my own classroom practices as a teacher of a university course on curriculum in order to investigate the potential emancipatory significance of a Rancièrean conversation-oriented curriculum. To provide a lived account of how emancipatory education with the premise of equality can be embraced, albeit not without…

This article shares a paper presented as the keynote for the Terry L. Wood Memorial Conference that was held virtually on May 20, 2022. This paper starts with a reference to the project, The Coordination of a Psychological and Sociological Perspective, that was funded by the Spencer Foundation. The results of the research in this project are…

Background: Verbal participation in the classroom is generally considered to contribute to positive student engagement and learning outcomes. Students are often required to demonstrate their learning in class by, for example, raising their hands and answering questions. However, there are students who remain quiet in the classroom, and are not…

Purpose: In this article, we explore how student authorship may be enhanced among learners in mathematics classrooms in a Hong Kong primary school through rich dialogue discourse. Design/Approach/Methods: Using qualitative methods, that is, coding and discourse analysis, we examine the relationship between student authorship and personal latitude…