id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
dpj1-549	Howe, Christine	Classroom interaction and student learning: Reasoned dialogue versus reasoned opposition	2023	16	.pdf	application/pdf	9418	447	53	So, while I accept unreservedly that Classroom interaction and student learning: Reasoned dialogue versus reasoned opposition Christine Howe Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2023.549 | Vol. 11 No. 3 (2023) A31 additional research is needed, the possibility that Howe et al.’s findings about reasoned dialogue apply more generally seemed, to me at least, sufficiently plausible to warrant further analysis. Microsoft Word - Howe, Classroom interaction and student learning, layout.docx Dialogic Pedagogy: An International Online Journal | http://dpj.pitt.edu DOI: 10.5195/dpj.2023.549 | Vol. 11 No. 3 (2023) A26 Classroom interaction and student learning: Reasoned dialogue versus reasoned opposition Christine Howe University of Cambridge, UK Abstract Analyses of classroom interaction have frequently spotlighted reasoned dialogue as beneficial for student learning, and research into small-group activity amongst students offers empirical support.	cache/dpj1-549.pdf	txt/dpj1-549.txt