scholarly journals Epistemological Approaches to Dialogic Teaching in a Conventional Setting - Critical Review

2014 ◽  
Vol 2 ◽  
Author(s):  
Nermine Abd Elkader
Keyword(s):  
New York ◽  
Critical Review ◽  
Theoretical Framework ◽  
Teachers College ◽  
Dialogic Teaching ◽  
Dialogic Pedagogy ◽  
English Classroom

Book review for Dialogic Pedagogy Journal: This is a review of the book 'Inspiring dialogue: Talking to learn in the English classroom' by Juzwik et al. (2013), New York, NY: Teachers College Press, 162 pages, $ 32 (paper). The review looks critically at the theoretical framework of the book and compares it to the ontological tradition of Baktinian dialogue. The review aims to find the strengths of the book and meanwhile exposes its weaknesses in light of the interpretation of the Bakhtin's circle and modern Bakhtinian scholars of dialogic pedagogy.

scholarly journals Engaged Dialogic Pedagogy and the Tensions Teachers Face

2019 ◽  
Vol 7 ◽  
Author(s):  
T. Hunter Strickland
Keyword(s):  
New York ◽  
National Standards ◽  
Teachers College ◽  
Dialogic Pedagogy ◽  
To Come ◽  
The Individual ◽  
The University ◽  
Outside The Box

Book review: Fecho, B., Falter, M., & Hong, X. (2016). Teaching outside the box and inside the standards: Making room for dialogue. New York: Teachers College Press.This review highlights the editors’ vision of showing the power of engaged dialogic practice in classroom contexts that are at odds with the push for the standardization of schools and learning. In particular, this review will show how the individual stories of the four teachers highlighted in the book along with the experience of the university researchers created a dialogue from which readers can take hope that their choice to engage in Bakhtinian dialogism in the context of their classrooms is a worthy pursuit. According to the book, this is true even when that choice puts them at odds with other teachers, administrators, and state or national standards. This review will show that the editors and the teachers whose stories are told do not intend for their readers to come to this text ready to join the fight against standards, but for them to be able to see how dialogue is exceptionally important in working in standardized spaces. The book itself is short with only six chapters and just over one hundred pages, therefore, the review will address each chapter individually and its overall engagement with the purpose outlined above. Each chapter ends with the author’s suggestions for action which can help the reader new to dialogical pedagogy grasp dialogical strategies. 

Book Review: Rules of Community Living

1933 ◽  
Vol 116 (15) ◽  
pp. 404-404
Keyword(s):  
New York ◽  
San Francisco ◽  
Community Living ◽  
Teachers College

“CO-OPERATIVE CITIZENSHIP.” By Joseph Irvin Arnold, Department of Sociology and Economics, State Teachers College, Bridgewater, Massachusetts. Cloth. 716 pages. Evanston, Illinois, Philadelphia, New York. San Francisco: Row, Peterson and Company.

Book Review: Joyous Expression

1933 ◽  
Vol 116 (16) ◽  
pp. 433-433
Keyword(s):  
New York ◽  
Elementary School ◽  
Elementary Education ◽  
School Child ◽  
Assistant Professor ◽  
Elementary School Child ◽  
Teachers College ◽  
Elementary Education Teachers

“DIRECTING LANGUAGE POWER IN THE ELEMENTARY SCHOOL CHILD,” Through Story, Dramatization and Poetry. By Caroline J. Trommer, Assistant Professor Elementary Education, Teachers College, City of Boston, and Teresa A. Regan, Assistant Professor Elementary Education, Teachers College, City of Boston. Cloth. 497 pages. New York: The Macmillan Company.

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