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Despite a shared focus on educational dialogue and learning through dialogue, cross-disciplinary engagement remains limited and publications often cluster in distinct communities with different questions, evidence, and rigor standards. Four scholars from different research traditions respond to statements designed to surface consensus and disagreements across theoretical, methodological, teacher-role, inclusion, and social-class issues.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/controversies-and-consensus-in-research-on-dialogic-teaching-and-learning-read-online-free/601076/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/controversies-and-consensus-in-research-on-dialogic-teaching-and-learning-read-online-free/601076.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What areas of agreement and disagreement does the article aim to reveal?","Question",{"text":113,"@type":114},"It uses four provocative statements designed to surface consensus and disagreement. The topics cover theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why is cross-disciplinary engagement limited in this research area?",{"text":118,"@type":114},"Publications are described as clustered in separate communities. Each community focuses on different research questions, dialogue aspects, evidence types, and builds rigor standards differently.",{"name":120,"@type":111,"acceptedAnswer":121},"How do the contributing scholars’ backgrounds relate to dialogic pedagogy research?",{"text":122,"@type":114},"The article introduces five scholars with research interests spanning classroom dialogue, collaborative learning, teacher facilitation, sociocultural approaches, and language, class, and participation. 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C. Asterhan  \nThe Hebrew University of Jerusalem  \nAdam Lefstein  \nBen Gurion University of the Negev  \nAlina Reznitskaya  \nMontclair University  \nChristine Howe  \nCambridge University  \nEugene Matusov  \nUniversity of Delaware  \nAbstract  \nScholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement with eachother’s work is rare. Scholarly discussions and publications tend to be clustered in separate communities, each characterized by a particular type of research questions, aspects of dialogue they focus on, type of evidence they bring to bear, and ways in which standards for rigor are constructed. In the present contribution, we asked four leading scholars from different research traditions to react to four provocative statements that were deliberately designed to reveal areas of consensus and disagreement1. Topic-wise, the provocations related to theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class, respectively. We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.  \nChrista Asterhan is an Assistant Professor at the Seymour (Shlomo) Fox School of Education of the Hebrew University in Jerusalem, where she also received her doctoral degree in Educational Psychology and heads the Learning & Interaction Lab. In her research, she explores the cognitive and social aspects of human interaction and human communication and how these affect learning. She strongly believes in and promotes a multidisciplinary and multi-method approach to the study of learning through social  \n1 The authors of this article are five scholars, the dialogic provocateur and the four respondents. The order of appearance of the authors was determined alphabetically.  \nDialogic Pedagogy: An International Online Journal | [https://dpj.pitt.edu](https://dpj.pitt.edu)  \n[DOI: 10.5195/dpj.2020.312 | Vol. 8](DOI: 10.5195/dpj.2020.312 | Vol. 8) (2020)  \nS1  \nControversies and consensus in research on dialogic teaching and learning  \nChrista Asterhan, Christine Howe, Adam Lefstein, Eugene Matusov, Alina Reznitskaya  \ninteraction. Topic-wise, she has conducted research on collaborative learning, classroom dialogue and argumentation, teacher facilitation of learning dialogues, computer-mediated learning interactions, social media and education, conceptual change, and teacher pedagogical reasoning. Together with Lauren Resnick and Sherice Clarke, she edited the 2015 AERA volume Socializing Intelligence through Academic Talk and Dialogue.  \nChristine Howe is Professor of Education (Emerita) at Cambridge University. Her research lies at the intersection of psychology, education, and linguistics, with major interests including children’s communicative, linguistic and peer relational skills, children’s reasoning in science and mathematics, and dialogue and learning during peer collaboration and teacher-led instruction. Christine has received moreor-less continuous funding from the ESRC (the UK’s premier sponsor of social science research) for over 30 years, as well as securing awards from British Academy, Leverhulme, Nuffield, and various governmental and local authority sources. Her most recent ESRC-funded project addressed ‘Classroom dialogue: Does it really make a difference for student learning?’ Christine has published seven books andover 200 peer-reviewed articles and chapters, and she has acted as editor for three academic journals while also serving on many editorial boards. She has held strategic appointments at the local, nat","cbCaiptEBav1beWO","https://ap.wps.com/l/cbCaiptEBav1beWO","pdf",7386621,16,"English","# Abstract\n## Cross-disciplinary engagement and research clustering\n## Provocative statements and research traditions\n## Thematic areas: theory, methods, teachers, inclusion\n## Author backgrounds and research interests","[{\"question\":\"What areas of agreement and disagreement does the article aim to reveal?\",\"answer\":\"It uses four provocative statements designed to surface consensus and disagreement. The topics cover theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class.\"},{\"question\":\"Why is cross-disciplinary engagement limited in this research area?\",\"answer\":\"Publications are described as clustered in separate communities. Each community focuses on different research questions, dialogue aspects, evidence types, and builds rigor standards differently.\"},{\"question\":\"How do the contributing scholars’ backgrounds relate to dialogic pedagogy research?\",\"answer\":\"The article introduces five scholars with research interests spanning classroom dialogue, collaborative learning, teacher facilitation, sociocultural approaches, and language, class, and participation. This diversity supports responses from multiple research traditions.\"}]","Controversies and consensus in research on dialogic teaching and learning - read online free | PDF",1792091933]