Examining transfer effects from dialogic discussions to new tasks and contexts

Alina Reznitskaya, Monica Glina, Brian Carolan, Olivier Michaud, Jon Rogers, Lavina Sequeira

Research output: Contribution to journalArticle

30 Citations (Scopus)

Abstract

This study investigated whether students who engage in inquiry dialogue with others improve their performance on various tasks measuring argumentation development. The study used an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the development of individual argumentation. Using quasi-experimental research design, we randomly assigned 12 fifth-grade classrooms to two treatment conditions: P4C and Regular Instruction (REG). To document treatment fidelity, we analyzed 36 systematically selected discussion transcripts focusing on various features of classroom discourse. To evaluate transfer performance, we administered 3 post-intervention measures, including an interview, a persuasive essay, and a recall of argumentative text. Our results confirm that there were important differences in discourse patterns that indicate that P4C students engaged in more dialogic interactions, compared to REG students. However, although P4C students had different classroom experience, they performed similarly to the Regular Instruction students on post-intervention measures. We discuss the lack of positive transfer and suggest directions for further research.

Original languageEnglish
Pages (from-to)288-306
Number of pages19
JournalContemporary Educational Psychology
Volume37
Issue number4
DOIs
StatePublished - 1 Oct 2012

Fingerprint

Students
instruction
argumentation
student
classroom
Research Design
discourse
interaction
research planning
performance
dialogue
Interviews
lack
Therapeutics
interview
Research
experience

Keywords

  • Argumentation
  • Argumentation development
  • Dialogic teaching
  • Dialogue
  • Elementary school
  • Elementary school students
  • Transfer of learning

Cite this

Reznitskaya, Alina ; Glina, Monica ; Carolan, Brian ; Michaud, Olivier ; Rogers, Jon ; Sequeira, Lavina. / Examining transfer effects from dialogic discussions to new tasks and contexts. In: Contemporary Educational Psychology. 2012 ; Vol. 37, No. 4. pp. 288-306.
@article{c36f9c1c98fa48fd93c98f2c9545add0,
title = "Examining transfer effects from dialogic discussions to new tasks and contexts",
abstract = "This study investigated whether students who engage in inquiry dialogue with others improve their performance on various tasks measuring argumentation development. The study used an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the development of individual argumentation. Using quasi-experimental research design, we randomly assigned 12 fifth-grade classrooms to two treatment conditions: P4C and Regular Instruction (REG). To document treatment fidelity, we analyzed 36 systematically selected discussion transcripts focusing on various features of classroom discourse. To evaluate transfer performance, we administered 3 post-intervention measures, including an interview, a persuasive essay, and a recall of argumentative text. Our results confirm that there were important differences in discourse patterns that indicate that P4C students engaged in more dialogic interactions, compared to REG students. However, although P4C students had different classroom experience, they performed similarly to the Regular Instruction students on post-intervention measures. We discuss the lack of positive transfer and suggest directions for further research.",
keywords = "Argumentation, Argumentation development, Dialogic teaching, Dialogue, Elementary school, Elementary school students, Transfer of learning",
author = "Alina Reznitskaya and Monica Glina and Brian Carolan and Olivier Michaud and Jon Rogers and Lavina Sequeira",
year = "2012",
month = "10",
day = "1",
doi = "10.1016/j.cedpsych.2012.02.003",
language = "English",
volume = "37",
pages = "288--306",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Academic Press Inc.",
number = "4",

}

Examining transfer effects from dialogic discussions to new tasks and contexts. / Reznitskaya, Alina; Glina, Monica; Carolan, Brian; Michaud, Olivier; Rogers, Jon; Sequeira, Lavina.

In: Contemporary Educational Psychology, Vol. 37, No. 4, 01.10.2012, p. 288-306.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Examining transfer effects from dialogic discussions to new tasks and contexts

AU - Reznitskaya, Alina

AU - Glina, Monica

AU - Carolan, Brian

AU - Michaud, Olivier

AU - Rogers, Jon

AU - Sequeira, Lavina

PY - 2012/10/1

Y1 - 2012/10/1

N2 - This study investigated whether students who engage in inquiry dialogue with others improve their performance on various tasks measuring argumentation development. The study used an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the development of individual argumentation. Using quasi-experimental research design, we randomly assigned 12 fifth-grade classrooms to two treatment conditions: P4C and Regular Instruction (REG). To document treatment fidelity, we analyzed 36 systematically selected discussion transcripts focusing on various features of classroom discourse. To evaluate transfer performance, we administered 3 post-intervention measures, including an interview, a persuasive essay, and a recall of argumentative text. Our results confirm that there were important differences in discourse patterns that indicate that P4C students engaged in more dialogic interactions, compared to REG students. However, although P4C students had different classroom experience, they performed similarly to the Regular Instruction students on post-intervention measures. We discuss the lack of positive transfer and suggest directions for further research.

AB - This study investigated whether students who engage in inquiry dialogue with others improve their performance on various tasks measuring argumentation development. The study used an educational environment called Philosophy for Children (P4C) to examine specific theoretical assumptions regarding the role dialogic interaction plays in the development of individual argumentation. Using quasi-experimental research design, we randomly assigned 12 fifth-grade classrooms to two treatment conditions: P4C and Regular Instruction (REG). To document treatment fidelity, we analyzed 36 systematically selected discussion transcripts focusing on various features of classroom discourse. To evaluate transfer performance, we administered 3 post-intervention measures, including an interview, a persuasive essay, and a recall of argumentative text. Our results confirm that there were important differences in discourse patterns that indicate that P4C students engaged in more dialogic interactions, compared to REG students. However, although P4C students had different classroom experience, they performed similarly to the Regular Instruction students on post-intervention measures. We discuss the lack of positive transfer and suggest directions for further research.

KW - Argumentation

KW - Argumentation development

KW - Dialogic teaching

KW - Dialogue

KW - Elementary school

KW - Elementary school students

KW - Transfer of learning

UR - http://www.scopus.com/inward/record.url?scp=84865621955&partnerID=8YFLogxK

U2 - 10.1016/j.cedpsych.2012.02.003

DO - 10.1016/j.cedpsych.2012.02.003

M3 - Article

AN - SCOPUS:84865621955

VL - 37

SP - 288

EP - 306

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

IS - 4

ER -