Comparing student experiences with story discussions in dialogic versus traditional settings

Alina Reznitskaya, Monica Glina

Research output: Contribution to journalArticlepeer-review

32 Scopus citations


The authors examined the testimonials of 60 elementary school students about their experience during class discussions of assigned readings. They randomly assigned 12 classrooms to 2 treatments: Philosophy for Children (P4C) and Regular Instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy. Ten students from each classroom were interviewed. According to the results, significantly more P4C students stated that they enjoyed expressing disagreement with peers, taking on new responsibilities, and explaining their thinking to others. More P4C students complained about the difficulties with getting the floor to speak, and suggested that changes are needed to better balance group participation. The authors discuss these findings and suggest implications for research and teaching.

Original languageEnglish
Pages (from-to)49-63
Number of pages15
JournalJournal of Educational Research
Issue number1
StatePublished - 2013


  • Dialogic teaching
  • Educational innovations
  • Student perspectives


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