Systematic quantitative literature review of the dialogic pedagogy literature

نویسندگان

چکیده

Abstract This systematic quantitative literature review was conducted to analyse and synthesise the extant corpus of knowledge on dialogic pedagogy within school settings, thus identify theoretical methodological gaps in literature, which might suggest new avenues for research. A search eight databases (2014–2020) revealed an initial pool 2443 papers, reduced 61 after screening eligibility. An analysis papers framed around following questions: What is dominant mode classroom discourse (monologic or dialogic) reported literature? Where being researched? Who are voices field? Which year levels subjects have been examined using methodologies? key finding absence substantial research by Australian New Zealand authors, specifically where mathematics education concerned. Similarly, there little investigation focusing early years schooling. While some areas well researched with regard pedagogy, further work required that focuses such as schooling; non-science contexts; use qualitative methods.

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ژورنال

عنوان ژورنال: The Australian Journal of Language and Literacy

سال: 2023

ISSN: ['1839-4728', '1038-1562']

DOI: https://doi.org/10.1007/s44020-022-00029-9