Online written argumentation: Developmental features and classroom instruction

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Show simple item record Rosedale, Naomi en McNaughton, Stuart en Jesson, Rebecca en Zhu, T en Oldehaver, Jacinta en
dc.contributor.editor Manalo, E en 2020-04-21T22:25:22Z en 2019 en
dc.identifier.isbn 9780429323058 en
dc.identifier.uri en
dc.description.abstract In this chapter, we draw from a study involving a 1:1 digital initiative in Auckland, New Zealand to consider the impact of an Argumentation Tool (AT) on students’ discussion board posts. We examine use of the AT, integrating Google Groups and competing text evidence, to support development of internally dialogic argumentation important for reasoning, critical thinking and perspective taking. Cross-sectional data is analyzed from nine primary schools including 38 observations, and 342 student posts by applying a profiling taxonomy. Use of the AT shows an emerging relationship between argumentation focused instruction and development of perspective integration in students’ writing. Findings suggest the AT supports diagnostic assessment of internally dialogic argumentation and promotion of perspective taking as important 21st-century skills. en
dc.description.uri en
dc.publisher Routledge en
dc.relation.ispartof Deeper Learning, Communicative Competence, and Critical Thinking: Innovative, Research-Based Strategies for Development in 21st Century Classrooms en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title Online written argumentation: Developmental features and classroom instruction en
dc.type Book Item en
dc.identifier.doi 10.4324/9780429323058-16 en
pubs.begin-page 263 en
dc.rights.holder Copyright: The author en en
pubs.end-page 278 en London, UK en
dc.rights.accessrights en
pubs.elements-id 795553 en Education and Social Work en Curriculum and Pedagogy en
pubs.number 15 en
pubs.record-created-at-source-date 2020-02-27 en 2019 en

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