Learning to Argue Through Dialogue: a Review of Instructional Approaches.

• Authors : Rapanta, Chrysi¹ (AUTHOR) ; Felton, Mark K.² (AUTHOR)

Subjects: *EDUCATIONAL literature; *EDUCATION research; *EDUCATIONAL attainment

• Source: Educational Psychology Review. Jun2022, Vol. 34 Issue 2, p477-509. 33p. 8 Charts.

• Abstract: Over the past 20 years, a broad and diverse research literature has emerged to address how students learn to argue through dialogue in educational contexts. However, ... Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites or ...

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Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms.

• Authors : Felton, Mark¹, ; Levin, Daniel M.²; De La Paz, Susan²

• Source: Science Education; Nov2022, Vol. 106 Issue 6, p1354-1374, 21p, 1 Diagram, 6 Charts

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Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines.

• Authors : Garcia-Mila, Merce¹ (AUTHOR) ; Felton, Mark² (AUTHOR); Miralda-Banda, Andrea¹ (AUTHOR)

• Source: Journal of Education for Teaching. Nov2022, p1-19. 19p. 3 Illustrations, 8 Charts.

• Abstract: Despite growing emphasis on learning to argue and arguing to learn as educational outcomes in the secondary curriculum, a gap remains between these curricular goals ... Copyright of Journal of Education for Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to ...

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Observable Features of Active Science Education Practices.

• Authors : Roseler, Katrina¹, ; Paul, Cassandra A.²; Felton, Mark³

• Source: Journal of College Science Teaching; Jul/Aug2018, Vol. 47 Issue 6, p83-91, 9p

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Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership.

• Authors : Monte-Sano, Chauncey¹, ; De La Paz, Susan², ; Felton, Mark³,

• Source: Teacher Education Quarterly; Fall2017, Vol. 44 Issue 4, p98-124, 27p

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Reading and Writing from Multiple Source Documents in History: Effects of Strategy Instruction with Low to Average High School Writers.

• Authors : De La Paz, Susan; Felton, Mark K.

• Source: Contemporary Educational Psychology; July 2010, Vol. 35 Issue 3, p174-192, 19p

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From dialogue to two-sided argument: Scaffolding adolescents' persuasive writing.

• Authors : Felton, Mark K.; Herko, Suzanne

• Source: Journal of Adolescent & Adult Literacy; May2004, Vol. 47 Issue 8, p672-683, 12p

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A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies.

• Authors : De La Paz, Susan¹, ; Monte-Sano, Chauncey², ; Felton, Mark³,

• Source: Reading Research Quarterly; Jan-Mar2017, Vol. 52 Issue 1, p31-52, 22p, 1 Diagram, 10 Charts, 1 Graph

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Arguing collaboratively: Argumentative discourse types and their potential for knowledge building.

• Authors : Felton, Mark¹; Garcia‐Mila, Merce²; Villarroel, Constanza²

Subjects: *ARGUMENT; *LEARNING; *DISCOURSE

• Source: British Journal of Educational Psychology. Sep2015, Vol. 85 Issue 3, p372-386. 15p. 4 Charts.

• Abstract: Background There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) ... Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites ...

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Effects of dyadic interaction on argumentive reasoning.

• Authors : Kuhn, Deanna; Shaw, Victoria; Felton, Mark

• Source: Cognition & Instruction; 1997, Vol. 15 Issue 3, p287-315, 29p

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