Bridging dialogic pedagogy and argumentation theory through critical questions

This article explores the relationship between argumentation theory and dialogic pedagogy. Arguments made in everyday discourse tend to be enthymematic, i.e., containing implicit premises. Thus, dialogue is often necessary to uncover hidden assumptions. Furthermore, evaluating logical arguments involves dialectical and dialogic processes. We articulate the role of critical questions in this process and present the Critical Questions Model of Argument Assessment (CQMAA) as a (mostly) comprehensive framework for evaluating arguments. Students can be taught to ask and discuss these critical questions. Yet to facilitate and sustain discussion of these questions, teachers need additional tools drawn from dialogic pedagogy. We draw on Robin Alexander’s conceptual framework for this purpose as well as Michaels and O’Connor’s work on Academically Productive Talk. Alexander’s framework includes six pedagogical principles and eight repertoires of talk. We focus specifically on teacher and student talk moves and propose that critical questions should be considered an important subset of productive talk moves that can bring rigor and purpose to classroom argumentation. Other talk moves are also needed to help students construct arguments, listen and engage with one another, and help sustain discussion of the critical questions. The CQMAA provides both a theoretical and practical link between (1) logical analysis and critique and (2) dialogic teaching

What Counts as Rigor When Rigor Counts?: Increasing Intentionality in Teacher Education

Debates regarding the effectiveness of teacher preparation programs continue to persist. The level of rigor in teacher preparation programs and the ability of teacher educators to prepare candidates for the challenges persist in the educational climate. In higher education, rigor has been well-defined, but the understanding is limited, specifically rigor in preparing new teachers. This study undertook a telling case approach to explore student and faculty perceptions of rigor in a teacher preparation course. This research “leans in” to the criticism of rigor by exploring how teacher preparation programs can match the rigor and demands of the profession and to self-assess our own progress towards meeting that aim. Findings confirm that rigorous coursework consists of interrelated components of meaningful content, appropriate expectations, higher-order thinking, and active learning. Applications and implications for teacher preparation are discussed

UNLV - CCSD Collaborative English Language Learners

This proposal will provide statistical context of the overall performance of English Language Learner (ELL) students in Clark County School District (CCSD) and proposes a study that will assist the CCSD in identifying programs and strategies that increase ELL student performance on the third grade State mandated Criterion Reference Test (SMCRT) in reading and mathematics. To accomplish this goal, the proposed research project will first identify teaching methodologies, curricular strategies and support services that CCSD teachers are employing to assist ELL students in achieving satisfactory performance. These factors will be analyzed in comparison to SMCRT scores to determine the relative success or failure of these approaches

Modifying the Diabetes Prevention Program to Adolescents in a School Setting: A Feasibility Study

The growing epidemic of overweight children has led to a higher prevalence of youth being diagnosed with diabetes, particularly type 2 diabetes. The current study modified the Diabetes Prevention Program (DPP) for use with 7th–10th graders in a school setting. The DPP is an evidence-based lifestyle intervention program that has been translated successfully in various adult settings. Yet the feasibility of modifying the DPP for use with middle and high school students has not been documented. A multidisciplinary university research team collaborated with a local charter school to include a modified DPP as part of the curriculum for one semester. Pre- and posttests included food knowledge, health locus of control, BMI, and performance on the 12-minute Cooper walk/run test. Findings suggest tentatively that the modified DPP was successful at increasing food knowledge and awareness of more rigorous physical activity as well as their association to improved health outcomes. Equally as important, results demonstrate that it is feasible to conduct interventions targeting healthy weight among adolescents in school-based settings by incorporating them in the curriculum.</jats:p