Type:

Other

Description:

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.

Subjects:

  • Educational Technology > General
  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

oai:nsdl.org:2200/20090507002317083T,NSDL,sociocultural theory,Active Learning,Education Foundations,educational aids,Higher Education,Cultural Issues,educational technology,Physics Education Research,General,General Physics,Social Sciences,Graduate/Professional,Societal Issues,learning (artificial intelligence),Sample Population,PERC 2008,collaboration,research and development management,student experiments,Physics,Computing and Information,Setting: Urban,educational courses,Education Practices,High School,NSDL_SetSpec_439869,-cultural adaptation,Education,Technology,Cooperative Learning,cogenerative dialogue

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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