ABSTRACT
In 2011, scholars converged on the University of Pittsburgh to re-assess the claims of classroom dialogue. The evidence was summarised thus:
Students who had experienced … structured dialogic teaching performed better on standardised tests … some students retained their learned knowledge for two or three years … in some cases students … transferred their academic advantage to a different domain.
(Resnick, Asterhan & Clarke, 2015, p. 1, authors’ italics)