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Direct linkDamico, James S.; Rosaen, Cheryl L. – Teachers College Record, 2009
Background/Context: Research has demonstrated that moving from traditional teacher-directed, monologic practices to dialogic discussions remains a daunting challenge. The reasons for this staying power are multiple: Teachers often stick with familiar canonical texts; districts often mandate the literature teachers must use; standardized tests…
Descriptors: Discussion (Teaching Technique), Freedom, Grade 5, Epistemology
