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Abstracts prior to volume 5(1) have been archived!

Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 


Dynamic Classroom Dialogue: Can Students be Engaged Beyond Discussion?


Author(s): Roxanne Long

Citation: Roxanne Long, (2020) "Dynamic Classroom Dialogue: Can Students be Engaged Beyond Discussion?," Journal of Higher Education Theory and Practice, Vol. 20, ss. 3, pp. 85-92

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Dialogue used as an instructional method increases student engagement. Dialogue moves beyond discussion, varying greatly in both structure and approach. This paper describes a technique that anchors classroom learning in dialogue referred as Dialogue Lead. A conceptual framework is offered supporting each step of Dialogue Lead. Challenges and directions for future research are discussed.