By taking the vantage point of agonistic pluralism, the aim is to enter into dialogue with Samuelsson's theoretical development of consensus as an educational aim for classroom discussions. The response highlights three points of interest in the deliberative conception of consensus. The first point relates to the problem of exclusion, which…

This study examines the potential of puppets in the educational context. The study offers a literature review on the benefits and possibilities of the puppet as a pedagogical tool. The literature was searched using primarily an international e-material search of UEF FINNA. Additional articles were retrieved from Google Scholar and from the…

This case study explores the leadership of Admiral Thad Allen who was deployed to coordinate the federal response following Hurricane Katrina and the oil spill following the destruction of the Deepwater Horizon off-shore oil drilling platform. The teaching note suggests how instructors might guide a classroom discussion of the leadership skills…

The paper reports an empirical study that examined relationships between the implementation quality of an argument-based inquiry (ABI) approach, teachers' talk moves, and students' critical thinking. Students were taught using an ABI approach in which they had opportunities to engage in critical thinking. However, this instructional approach was…

This qualitative study examines the pedagogical potential that a Cartography of Controversy (CoC) approach has in enabling secondary school students to unravel the complexity of socioscientific issues and to communicate about them. The aim was to examine the types of knowledge and the ways in which students approached uncertainty when asked to…

The use of films as teaching and learning materials can provide a variety of opportunities for interaction in second language classrooms. Research on the usage of films in language-learning tasks to provide opportunities for learning and interaction, however, is scarce. Drawing on a database of video-recorded interactions in an upper-secondary…

The literature on science discourse in K-12 classrooms in the United States has proliferated over the past couple of decades, crossing geographical, disciplinary, theoretical, and methodological boundaries. There is general consensus that science talk is at the core of students' learning; however, a synthesis of key findings from the expansive…

This article provides rich insights into the process of data generation for discourse analysis from three separate studies of the video recordings of a single science classroom in action. The central claim is that multimodal transcription can contribute to developments in discourse theory. A three-stage reflective heuristic is developed and used…

Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the forefront of interaction and meaning-making. Such language-centric analytic approaches risk overlooking key embodied, enacted aspects of students' engagement in science practices. This…

Learning to write is a complex process and children have to orchestrate a range of processes and skills in order to produce written messages. Young children are facing increasing demands in terms of the expected complexity of their written messages in education settings across the world. Teachers, in turn, are challenged to support children and…

Compelling research evidence shows benefits for student learning from explaining one's ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a…

This study examines how different social interdependence structures influence students' perceptions of anticipated affective learning, motivation, classroom communication apprehension, and classroom climate. Participants were randomly assigned one of three conditions (cooperative, competitive, and individualistic) and were asked to complete a…

Despite increasingly diverse classrooms, librarians may teach to the middle without considering the divergent experiences of the actual students in the class. Additionally, the centrality of whiteness in academia and librarianship may contribute to a lack of inclusivity in the library instruction classroom. Culturally responsive teaching (CRT)…

We report on U.S. middle school Arabic-speaking students who were agentive in translanguaging for disciplinary learning during social studies inquiry and suggest specific ways that students' academic learning and bilingual development can be supported through translanguaging in the context of English-dominant classrooms. We engaged in design-based…

Intercultural language pedagogy goes beyond native speaker and target culture norms. Using an intercultural lens, this study examines the extent to which native-speakerism and authenticity inform the pedagogic belief and practice of Indonesian high-school teachers of English as a foreign language (EFL) and in particular how first language use…