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The proposal is that reasoned opposition may promote learning more than reasoned dialogue, and is likely uncommon when teachers are involved, with implications for dialogic and argumentation perspectives.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nChristine Howe  \nUniversity of Cambridge, UK  \nAbstract  \nAnalyses of classroom interaction have frequently spotlighted reasoned dialogue as beneficial for student learning, and research into small-group activity amongst students offers empirical support. However, the evidence relating to teacherstudent interaction has never been compelling, and one of the few studies to investigate the issue directly detected no relation whatsoever between reasoned dialogue and learning outcomes. The present paper outlines additional data from that study, together with evidence from elsewhere, with a view to interpreting the results relating to reasoned dialogue. Account is taken of the generally positive evidence obtained from studies of group work amongst students. The key proposal is that it maybe reasoned opposition that promotes learning rather than reasoned dialogue in general, and reasoned opposition is probably rare when teachers are involved. The proposal has implications for both the dialogic and the argumentation perspective upon classroom interaction, and these are discussed.  \nKeywords: Classroom dialogue; Student learning; Dialogic education; Argumentation; Reasoned dialogue; Reasoned opposition  \nChristine Howe is Professor of Education (Emerita) at the University of Cambridge. Her research has been at the intersection of psychology, education, and linguistics, with major interests including children’s communicative, linguistic and peer relational skills, child and adolescent reasoning in science and mathematics, and dialogue and learning during peer collaboration and teacher-led instruction. Christine’s research has received more-or-less continuous funding from the Economic and Social Research Council of Great Britain for over 30 years, with research support also won from British Academy, Leverhulme, Nuffield, and various governmental and local authority sources. She has published seven books and over 200 peer-reviewed articles and chapters and has acted as editor for three academic journals while also serving on many editorial boards. She has held strategic appointments at the local, national, and international levels in relation to research and doctoral/post-doctoral training. She is a Fellow of the Academy of Social Sciences.  \nAcknowledgements  \nThis paper draws heavily upon research funded by the Economic and Social Research Council of Great Britain (Grant: ES/M007103/1), whose support is gratefully acknowledged. While the author is entirely responsible for the paper’s contents, she has benefitted enormously from discussions of the subject matter with Professors Sara Hennessy and Neil Mercer and wishes to thank them both.  \nÏÏÒ  \nDialogic Pedagogy: An International  \nDOI: 10.5195/dpj.2023.549 | Vol. 1  \nOnline 1 No. 3  \nJournal | [http://dpj.pitt.edu](http://dpj.pitt.edu)[ ](http://dpj.pitt.edu)(2023)  \nA26  \nClassroom interaction and student learning: Reasoned dialogue versus reasoned opposition  \nChristine Howe  \nIntroduction  \nTwo theoretical perspectives have come to dominate research into the implications of classroom dialogue for student learning. One of these perspectives is aligned with the concept of ‘dialogic pedagogy’(sometimes ‘dialogic education’ or ‘dialogic teaching’), a concept that was arguably first delineated by Freire (e.g.,1970) . In Freire’s writings, the concept is anchored around student empowerment, and hence dialogue where students express and discuss their initial understandings of the issues at stake and, in collaboration with teachers, work gradually towards mutually acceptable and co-constructed analyses. Whilst it would be overly simplistic to treat subsequent research from the dialogic perspective as homogeneous, the notion of empowerment remains central: 21 of the 47 chapters in The Routledge International Handbook of Research on Dialogic Education (edited by Mercer et al. ","cbCaidHAtc8jcY9X","https://ap.wps.com/l/cbCaidHAtc8jcY9X","pdf",244564,16,"English","# Introduction\n## Dialogic pedagogy and empowerment\n## Argumentation perspective and discursive moves\n## Expression of reasons and reasoned dialogue","[{\"question\":\"What does the paper compare regarding classroom dialogue?\",\"answer\":\"It contrasts reasoned dialogue with reasoned opposition as mechanisms that may relate to student learning outcomes.\"},{\"question\":\"Why are results about teacher-student interaction described as inconclusive?\",\"answer\":\"Evidence relating to teacher-student interaction has never been compelling, including a study that found no relation between reasoned dialogue and learning outcomes.\"},{\"question\":\"What is the paper’s key proposal about promoting learning?\",\"answer\":\"It proposes that reasoned opposition may promote learning more than reasoned dialogue in general, and that reasoned opposition is probably rare when teachers are involved.\"}]","Classroom interaction and student learning - Reasoned dialogue versus reasoned opposition - Vol. 1 - Issue 3 | PDF",1792092658]