The Dialogic Classroom in Higher Education

Revolutionary Listening for Curiosity, Engagement, and Deep Learning
1. Auflage 2025
ISBN: 978-1-032-91340-7
Verlag: Routledge

Buch, Englisch, 208 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 309 g

The Dialogic Classroom in Higher Education is a step-by-step guide to leveraging Reflective Structured Dialogue as a pivotal pedagogical tool to boost student curiosity, engagement, and content acquisition.

Learning environments where students are engaged—with instructors, with each other, and with course content—are carefully crafted spaces where listening to understand and speaking to be understood are community norms. Blending rich data with the diverse classroom experiences of the co-authors, this book introduces readers to the theory and practice of dialogic pedagogy and charts a path for creating Dialogic Classrooms that are effective and adaptable.

A nuts-and-bolts guide to better listening, speaking, and engagement in college classrooms, this book is a go-to resource for faculty looking to foster robust, interesting, and brave educational spaces.

The Dialogic Classroom was co-created with Essential Partners, the pioneers of Reflective Structured Dialogue. Essential Partners is a non-profit based in Cambridge, MA, USA.

Zielgruppe

Postgraduate and Professional Practice & Development

Autoren/Hrsg.

Detemple, Jill

Hayes, Harriett E.

West, Jennifer Ellis

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

1. Structuring for Listening: Foundations of the Dialogic Classroom 2. Why Listening? Shifting Classroom Culture 3. Preparation: Creating Space for Listening 4. When Students Listen to Themselves: Reflection as Critical Practice 5. The Curiosity Engine: Questions as Catalysts for Deep Listening and Learning 6. Dialogue for Science Learning: A Case Study (by Jonathan Garlick)

Über Autor(innen)

Jill DeTemple is Professor and Chair of Religious Studies in Dedman College of Humanities and Sciences at Southern Methodist University, USA.

Harriett (Betsy) E. Hayes is Dean of the Rhodes School of Arts and Humanities and Associate Professor of Sociology at Bridgewater College, USA.

Jennifer Ellis West is Associate Professor of English and Director of Core Writing at Samford University, USA.