Socializing Intelligence Through Academic Talk and Dialogue focuses on a fast-growing topic in education research. Over the course of 34 chapters, the contributors discuss theories and case studies that shed light on the effects of dialogic participation in and outside the classroom. This rich, interdisciplinary endeavor will appeal to scholars and researchers in education and many related disciplines, including learning and cognitive sciences, educational psychology, instructional science, and linguistics, as well as to teachers curriculum designers, and educational policy makers.

• Cover
• Title Page
• Copyright
• Acknowledgments
• Table of Contents
• Introduction: Talk, Learning, and Teaching
• Prologue: The Study of Classroom Discourse: Early History and Current Developments
• Section 1: Effects of Dialogic Participation in and Beyond the Classroom
  • Chapter 3: Dialogue-Intensive Pedagogies for Promoting Reading Comprehension: What We Know, What We Need to Know
  • Chapter 4: Effective Classroom Talk Is Reading Comprehension Instruction
  • Chapter 5: Social and Cognitive Development During Collaborative Reasoning
  • Chapter 6: Developing Norms of Discourse
  • Chapter 7: An Exploration of Teacher Practices in Relation to Profiles of Small-Group Dialogue
  • Chapter 8: The Role of Dialogue in Philosophy for Children
  • Chapter 9: “Scaling Down” to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study
  • Chapter 10: The Effects of Cognitive Acceleration
• Section 2: Dialogic Classroom Cultures
  • Chapter 11: Uncertainty and Scientific Progress in Classroom Dialogue
  • Chapter 12: Discussing Argumentative Texts as a Traditional Jewish Learning Practice
  • Chapter 13: The Right to Speak
  • Chapter 14: Discursive Cultures of Learning in (Everyday) Mathematics Teaching: A Video-Based Study on Mathematics Teaching in German and Swiss Classrooms
• Section 3: Dialogue in the Digital Age
  • Chapter 15: Accountable Talk and Learning in Popular Culture: The Game/Affinity Paradigm
  • Chapter 16: Introducing Online Dialogues in Co-Located Classrooms: If, Why, and How
  • Chapter 17: Computer-Supported Academically Productive Discourse
  • Chapter 18: How Technology Is Broadening the Nature of Learning Dialogues
• Section 4: Theoretical and Methodological Accounts of Learning and Development Through Dialogue
  • Theoretical Accounts
    • Chapter 19: Why All This Talk About Talking Classrooms? Theorizing the Relation Between Talking and Learning
    • Chapter 20: Classroom Talk Sequences and Learning
    • Chapter 21: Dialogue Patterns in Peer Collaboration That Promote Learning
    • Chapter 22: Accounting for Socializing Intelligence With the Knowledge-Learning-Instruction Framework
  • Methodological Accounts
    • Chapter 23: What Sociolinguistics and Machine Learning Have to Say to Each Other About Interaction Analysis
    • Chapter 24: Statistical Discourse Analysis
    • Chapter 25: Improving Teaching at Scale: Design for the Scientific Measurement and Learning of Discourse Practice
• Section 5: Scaling Dialogic Practice Through Teacher Development
  • Chapter 26: Teacher Dialogue That Supports Collaborative Learning in the Classroom
  • Chapter 27: Conceptualizing Talk Moves as Tools: Professional Development Approaches for Academically Productive Discussions
  • Chapter 28: Positioning Novice Teachers as Agents in Learning Teaching
  • Chapter 29: Orchestrating Productive Mathematical Discussions: Helping Teachers Learn to Better Incorporate Student Thinking
  • Chapter 30: Sequencing Academically Productive Talk in English Language Arts
  • Chapter 31: The Challenges of Scale
  • Chapter 32: Embedding Dialogic Teaching in the Practice of a Large School System
• Epilogue
  • Chapter 33: Dialogic Pedagogy at Scale: Oblique Perspectives
  • Chapter 34: Talking to Learn: The Promise and Challenge of Dialogic Teaching
• About the Contributors