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Classroom discussion is a concept familiar across the field of education and is often employed to support students' comprehension of text. Edited by a leading expert on classroom discussion, this book situates the topic within the broader context of educational psychology research and theory and brings it to a wider audience. Five chapters describe in detail the different approaches to discussion and provide recommendations for best practices and curricular materials for student success. This concise volume is designed for any education course that includes discussion in the curriculum and is indispensible for student researchers and both pre- and in-service teachers alike.
P. Karen Murphy is Professor of Education and Harry and Marion Eberly Faculty Fellow in the Department of Educational Psychology, Counseling, and Special Education at The Pennsylvania State University, USA.
Acknowledgements Preface Chapter 1 - Classroom Discussions: Building the Foundation for Productive Talk by Rachel M. V. Croninger, Mengyi Li, Chelsea Cameron, and P. Karen Murphy Chapter 2 - Teacher and Student Roles: Walking the Gradually Changing Line of Responsibility by Liwei Wei and P. Karen Murphy Chapter 3 - Pedagogical Decisions and Contextual Factors: Tipping the Scales Toward Highly Productive Discussions by Mengyi Li Chapter 4 - Learning Processes and Products: Propelling Students Ahead Through Talk by Elizabeth M. Allen, Cristin Montalbano, and Rebekah F. Duke Chapter 5 - Quality Talk: A Blueprint for Productive Talk by P. Karen Murphy and Carla M. Firetto Glossary Contributor Biographies Index
