Applying Dialogic Pedagogy

A Case Study of Discussion-Based Teaching

Cynthia Z. Cohen

Recent academic research criticizes the effectiveness of traditional lecturing methods and instead shows the pedagogical effectiveness of active learning methods, especially discussion-based education. Drawing on the dialogic writings of Bakhtin, Freire, and Habermas, this study reviews the five primary themes cited in active learning research: improvements in student concentration; socialization in disciplinary norms; scaffolding towards higher critical thinking; inclusion of non-traditional learning styles; and reduction of student absenteeism. Testing these findings in a discussion-based undergraduate college education classroom, this study finds significant improvements towards higher critical thinking skills, increased student concentration, and reduced student absenteeism. However, the study finds questionable effectiveness of discussion-based teaching for socializing undergraduate college education students in disciplinary norms.

Lexington Books

Pages: 160 • Trim: 6¼ x 9½

978-1-4985-6830-2 • Hardback • August 2018 • $90.00 • (£60.00)

978-1-4985-6831-9 • eBook • August 2018 • $85.50 • (£60.00)

Subjects: Education / Teaching Methods & Materials / General, Education / Experimental Methods, Education / Inclusive Education, Education / Philosophy, Theory & Social Aspects, Education / Standards (incl. Common Core)

Applying Dialogic Pedagogy

A Case Study of Discussion-Based Teaching

Hardback

eBook

Summary

Recent academic research criticizes the effectiveness of traditional lecturing methods and instead shows the pedagogical effectiveness of active learning methods, especially discussion-based education. Drawing on the dialogic writings of Bakhtin, Freire, and Habermas, this study reviews the five primary themes cited in active learning research: improvements in student concentration; socialization in disciplinary norms; scaffolding towards higher critical thinking; inclusion of non-traditional learning styles; and reduction of student absenteeism. Testing these findings in a discussion-based undergraduate college education classroom, this study finds significant improvements towards higher critical thinking skills, increased student concentration, and reduced student absenteeism. However, the study finds questionable effectiveness of discussion-based teaching for socializing undergraduate college education students in disciplinary norms.

Details

Lexington Books

Pages: 160 • Trim: 6¼ x 9½

978-1-4985-6830-2 • Hardback • August 2018 • $90.00 • (£60.00)

978-1-4985-6831-9 • eBook • August 2018 • $85.50 • (£60.00)

Subjects: Education / Teaching Methods & Materials / General, Education / Experimental Methods, Education / Inclusive Education, Education / Philosophy, Theory & Social Aspects, Education / Standards (incl. Common Core)

Author

Cynthia Cohen, PhD, is a teacher at Aspire Ben Holt College Preparatory Academy

Table of Contents

Acknowledgements
Chapter 1: Introduction: Lectures Are Failing
Chapter 2: Theory and Effectiveness of Discussion-Based PedagogyChapter 3: Findings from a Case Example of a Discussion-based ClassroomChapter 4: Discussion and Conclusions
Bibliography
About the Author

Reviews

Cynthia Cohen’s Applying Dialogic Pedagogy: a Case Study of Discussion-Based Teaching is an illuminating case study of the perils and possibilities we face as we move from lectures to dialogue in classrooms. It shows clear ways forward to avoid the perils and fully realize the possibilities.
— James Paul Gee, Arizona State University

Applying Dialogic Pedagogy

A Case Study of Discussion-Based Teaching

Cynthia Z. Cohen

Applying Dialogic Pedagogy

A Case Study of Discussion-Based Teaching

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