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This paper describes how the uses of cogenerative dialogue can afford the creation of learning communities in which difference is respected and regarded as a resource for advancing learning of the collective as well as individuals within the collective. I describe what we learned from a ten-year program of research in which cogenerative dialogues were used in urban high schools to create productive learning environments in which student achievement increased equitably for social categories such as ethnicity, class, and native language. The route toward higher achievement was paved by expanded roles for science teachers and students.
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