ABSTRACT
Different forms of dialogic education and their implementation across classrooms and schools have generated instances of transformed teaching and learning and have created high-quality learning environments that benefit all students (Flecha & Soler, 2013). Studies reported in this volume provide sound evidence of specific achievements worldwide and can inform policies and practices to achieve further social impact. This chapter reports research on Interactive Groups which exemplify a transformative approach to using dialogue in the classroom by involving family and community members to foster learning and social cohesion. The impact of this educational action has been widely studied in schools serving disadvantaged communities, such as the Roma (Valls & Kyriakides, 2013), in fostering high-quality early childhood education (Aubert, Molina, Schubert, & Vidu, 2017), in learning mathematics (García-Carrión & Díez-Palomar, 2015), improving the inclusion of immigrant students (Valero, Redondo-Sama, & Elboj, 2017), and preventing early school leaving among vulnerable youth (García-Carrión, Molina-Luque, & Roldán, 2018).
