Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?

REFERENCES

• Adey, P., & Shayer, M. (2015). The effects of cognitive acceleration. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 127–140). Washington, DC: American Educational Research Association.
   Google Scholar
• Adibelli, E., & Bailey, J. M. (in press). Exploring the factors mediating changes in elementary teachers' epistemological beliefs about teaching science. In G. Schraw, J. Lunn Brownlee, L. Olafson, & M. Vanderveldt (Eds.), Teachers' personal epistemologies: Evolving models for transforming practice. Charlotte, NC: Information Age.
   Google Scholar
• Alvermann, D. E., & Hayes, D. A. (1989). Classroom discussion of content area reading assignments: An intervention study. Reading Research Quarterly, 24, 305–335.
   Web of Science ®Google Scholar
• Applebee, A. N., Langer, J. A., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40, 685–730.
   Web of Science ®Google Scholar
• Asterhan, C. S. C. (2013). Epistemic and interpersonal dimensions of peer argumentation: Conceptualization and quantitative assessment. In M. Baker, J. Andriessen, & S. Jarvela (Eds.), Affective learning together (pp. 251–272). New York, NY: Routledge.
   Google Scholar
• Asterhan, C. S. C., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626–639.
   Web of Science ®Google Scholar
• Asterhan, C. S. C., & Schwarz, B. B. (2016). Argumentation for learning: Well-trodden paths and unexplored territories. Educational Psychologist, 51, 164–187.
   Web of Science ®Google Scholar
• Bendixen, L. D. (2016). Teaching for epistemic change in elementary classrooms. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 281–299). New York, NY: Routledge.
   Google Scholar
• Bendixen, L. D., & Feucht, F. C. (Eds.) (2010). Personal epistemology in the classroom: Theory, research, and application. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Blair, J. A., & Johnson, R. H. (1987). Argumentation as dialectical. Argumentation, 1, 41–56.
   Google Scholar
• Bråten, I. (1991). Vygotsky as precursor to metacognitive theory: II. Vygotsky as metacognitivist. Scandinavian Journal of Educational Research, 35, 305–320.
   Google Scholar
• Bråten, I. (2016). Epistemic cognition interventions: Issues, challenges, and directions. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 360–371). New York, NY: Routledge.
   Google Scholar
• Bråten, I., & Braasch, J. L. G. (2017). Key issues in research on students' critical reading and learning in the 21st century information society. In C. Ng & B. Bartlett (Eds.), Improving reading and reading engagement in the 21st century: International research and innovations (pp. 77–98). Singapore: Springer.
   Google Scholar
• Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2008). Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33, 814–840.
   Web of Science ®Google Scholar
• Britt, M. A., Richter, T., & Rouet, J. F. (2014). Scientific literacy: The role of goal-directed reading and evaluation in understanding scientific information. Educational Psychologist, 49, 104–122.
   Web of Science ®Google Scholar
• Britt, M. A., Rouet, J. F., & Braasch, J. L. G. (2013). Documents experienced as entities: Extending the situation model theory of comprehension. In M. A. Britt, S. R. Goldman, & J. F. Rouet (Eds.), Reading from words to multiple texts (pp. 160–179). New York, NY: Routledge.
   Google Scholar
• Brownlee, J. M., Edwards, A., Berthelsen, D. C., & Boulton-Lewis, G. M. (2011). Self-authorship in child care student teachers: Is there a link between beliefs and practice? In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 68–83). New York, NY: Routledge.
   Google Scholar
• Brownlee, J., Schraw, G., & Berthelsen, D. C. (Eds.). (2011). Personal epistemology and teacher education. New York, NY: Routledge.
   Google Scholar
• Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27, 415–449.
   Web of Science ®Google Scholar
• Buehl, M. M., & Beck, J. S. (2015). The relationship between teachers' beliefs and teachers' practices. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers' beliefs (pp. 66–84). New York, NY: Routledge.
   Google Scholar
• Buehl, M. M., & Fives, H. (2016). The role of epistemic cognition in teacher learning and praxis. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 247–264). New York, NY: Routledge.
   Google Scholar
• Chinn, C. A., Buckland, L. A., & Samarapungavan, A. L. A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46, 141–167.
   Web of Science ®Google Scholar
• Chinn, C. A., & Rinehart, R. W. (2016). Epistemic cognition and philosophy: Developing a new framework for epistemic cognition. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 460–478). New York, NY: Routledge.
   Google Scholar
• Chinn, C. A., Rinehart, R. W., & Buckland, L. A. (2014). Epistemic cognition and evaluating information: Applying the AIR model of epistemic cognition. In D. N. Rapp & J. L. G. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences (pp. 425–453). Cambridge, MA: MIT Press.
   Google Scholar
• Council of Chief State School Officers. (2010). Common core state standards. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers.
   Google Scholar
• Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
   Google Scholar
• Cyprus Advanced Study Colloquium. (2015, August). Changing personal epistemologies in teaching and teacher education: A focus on reflection and reflexivity. Limmasol, Cyprus: The EARLI Advanced Study Colloquium.
   Google Scholar
• Dewey, J. (1933). How we think: A restatement of the relations of reflective thinking to the educative process. Lexington, MA: Heath.
   Google Scholar
• Duffy, M. C., Muis, K. R., & Foy, M. J. (in press). Examining relations between constructivist pedagogy and pre-service teachers' epistemic and learning beliefs. In G. Schraw, J. Lunn Brownlee, L. Olafson, & M. Vanderveldt (Eds.), Teachers' personal epistemologies: Evolving models for transforming practice. Charlotte, NC: Information Age.
   Google Scholar
• Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: Albert Shanker Institute.
   Google Scholar
• Felton, M., Crowell, A., & Liu, T. (2015). Arguing to agree: Mitigating my-side bias through consensus-seeking dialogue. Written Communication, 32, 317–331.
   Web of Science ®Google Scholar
• Ferguson, L. E., & Bråten, I. (2013). Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction, 25, 49–61.
   Web of Science ®Google Scholar
• Feucht, F. C. (2010). Epistemic climate in elementary classrooms. In L. D. Bendixen, & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 55–93). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Feucht, F. C. (2011). The epistemic underpinnings of Mrs. M's reading lesson on drawing conclusions: A classroom-based research study. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 227–245). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Fives, H., Barnes, N., Buehl, M. M., Mascadri, J., & Ziegler, N. (2017/this issue). Teachers' epistemic cognition in classroom assessment. Educational Psychologist, 52. https://doi.org/10.1080/00461520.2017.1323218
   PubMed Web of Science ®Google Scholar
• Gardner, S. T. (1996). Inquiry is no mere conversation (or discussion or dialogue): Facilitation of inquiry is hard work! Analytic Teaching, 16, 102–111.
   Google Scholar
• Gardner, S. T. (2015). Commentary on “Inquiry is no mere conversation.” Journal of Philosophy in Schools, 2, 71–74.
   Google Scholar
• Gill, M. G., Ashton, P. T., & Algina, J. (2004). Changing preservice teachers' epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29, 164–185.
   Web of Science ®Google Scholar
• Gholami, K. (in press). Understanding the epistemic nature of teachers' reasoning behind their practices from an Aristotelian perspective. In G. Schraw, J. Lunn Brownlee, L. Olafson, & M. Vanderveldt (Eds.), Teachers' personal epistemologies: Evolving models for transforming practice. Charlotte, NC: Information Age.
   Google Scholar
• Goldenberg, C., & Gallimore, R. (1991). Changing teaching takes more than a one-shot workshop. Educational Leadership, 49, 69–72.
   Web of Science ®Google Scholar
• Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M., Greenleaf, C., … Project READI. (2016). Disciplinary literacies and learning to read for understanding: A conceptual framework for disciplinary literacy. Educational Psychologist, 51, 219–246.
   Web of Science ®Google Scholar
• Goldman, S. R., & Scardamalia, M. (2013). Managing, understanding, applying, and creating knowledge in the information age: Next generation challenges and opportunities. Cognition and Instruction, 31, 255–269.
   Web of Science ®Google Scholar
• Greene, J. A., Sandoval, W. A., & Bråten, I. (Eds.). (2016). Handbook of epistemic cognition. New York, NY: Routledge.
   Google Scholar
• Greene, J. A., & Yu, S. B. (2016). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and Brain Sciences, 3, 45–53.
   Google Scholar
• Gregory, M. (2006). Normative dialogue types in Philosophy for Children. Gifted Education International, 22, 160–171.
   Google Scholar
• Hammer, D., & Schifter, D. (2001). Practices of inquiry in teaching and research. Cognition and Instruction, 19, 441–478.
   Web of Science ®Google Scholar
• Hennessy, S., Mercer, N., & Warwick, P. (2011). A dialogic inquiry approach to working with teachers in developing classroom dialogue. Teachers College Record, 113, 1906–1959.
   Web of Science ®Google Scholar
• Herrenkohl, L. R., & Cornelius, L. (2013). Investigating elementary students' scientific and historical argumentation. Journal of the Learning Sciences, 22, 413–461.
   Web of Science ®Google Scholar
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.
   Web of Science ®Google Scholar
• Hofer, B. K., & Sinatra, G. M. (2010). Epistemology, metacognition, and self-regulation: Musings on an emerging field. Metacognition and Learning, 4, 113–120.
   Web of Science ®Google Scholar
• Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43, 325–356.
   Web of Science ®Google Scholar
• Howe, C., McWilliam, D., & Cross, G. (2005). Chance favours only the prepared mind: Incubation and the delayed effects of peer collaboration. British Journal of Psychology, 96, 67–93.
   PubMed Web of Science ®Google Scholar
• Juzwik, M. M., Sherry, M. B., Caughlan, S., Heintz, A., & Borsheim-Black, C. (2012). Supporting dialogically organized instruction in an English teacher preparation program: Video-based, web 2.0-mediated response and revision pedagogy. Teachers College Record, 114, 1–42.
   Web of Science ®Google Scholar
• Kang, N. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 22, 478–498.
   Web of Science ®Google Scholar
• Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. C. (2015). Getting inside rehearsals. Journal of Teacher Education, 67, 18–31.
   Web of Science ®Google Scholar
• Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching, 39, 551–578.
   Web of Science ®Google Scholar
• King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.
   Google Scholar
• King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39, 5–18.
   Web of Science ®Google Scholar
• Kienhues, D., Bromme, R., & Stahl, E. (2008). Changing epistemological beliefs: The unexpected impact of a short-term intervention. British Journal of Educational Psychology, 78, 545–565.
   PubMed Web of Science ®Google Scholar
• Kucan, L. (2007). Insights from teachers who analyzed transcripts of their own classroom discussions. The Reading Teacher, 61, 228–236.
   Web of Science ®Google Scholar
• Kuhn, D. (2015). Thinking together and alone. Educational Researcher, 44, 46–53.
   Web of Science ®Google Scholar
• Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents' thinking. Psychological Science, 22, 545–552.
   PubMed Web of Science ®Google Scholar
• Kyriacou, C., & Issitt, J. (2008). What characterizes effective teacher–pupil dialogue to promote conceptual understanding in mathematics lessons in England in Key Stages 2 and 3? (EPPI-Centre Report no. 1604R). Retrieved from http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/DCSF-EPPI-02-08FR.pdf
   Google Scholar
• Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A.C., Beasley, H., … Crowe, K. (2013). Keeping it complex. Journal of Teacher Education, 64, 226–243.
   Web of Science ®Google Scholar
• Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36, 916–929.
   Web of Science ®Google Scholar
• Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2013). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 1150–1181). Newark, DE: International Reading Association.
   Google Scholar
• Levitt, K. E. (2001). An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education, 86, 1–22.
   Web of Science ®Google Scholar
• Lim, C. P., & Chai, C. S. (2008). Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39, 807–828.
   Web of Science ®Google Scholar
• Liu, S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers and Education, 56, 1012–1022.
   Web of Science ®Google Scholar
• Lunn Brownlee, J., Ferguson, L. E., & Ryan, M. (2017/this issue). Changing teachers' epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52. https://doi.org/10.1080/00461520.2017.1333430
   PubMed Web of Science ®Google Scholar
• Lunn Brownlee, J., & Schraw, G. (in press). Reflection and reflexivity: A focus on higher order thinking in teachers' personal epistemologies. In G. Schraw, J. Lunn Brownlee, L. Olafson, & M. Vanderveldt (Eds.), Teachers' personal epistemologies: Evolving models for transforming practice. Charlotte, NC: Information Age.
   Google Scholar
• Lunn Brownlee, J., Schraw, G., Walker, S., & Ryan, M. (2016). Changes in preservice teachers' personal epistemologies. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 300–317). New York, NY: Routledge.
   Google Scholar
• Maggioni, L., & Parkinson, M. M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction. Educational Psychology Review, 20, 445–461.
   Web of Science ®Google Scholar
• Mason, L. (2016). Psychological perspectives on measuring epistemic cognition. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 375–391). New York, NY: Routledge.
   Google Scholar
• Mercer, N., Wegerif, R., & Dawes, L. (1999). Children's talk and the development of reasoning in the classroom. British Educational Research Journal, 25, 95–111.
   Google Scholar
• Metz, K. E. (2011). Disentangling robust developmental constraints from the instructionally mutable: Young children's epistemic reasoning about a study of their own design. Journal of the Learning Sciences, 20, 50–110.
   Web of Science ®Google Scholar
• Michaels, S., & O'Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive discussion. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through talk and dialogue (pp. 347–362). Washington, DC: American Educational Research Association.
   Google Scholar
• Michaels, S., O'Connor, M. C., Hall, M. W., & Resnick, L. B. (2002). Accountable talk: Classroom conversation that works [CD-ROMs]. Pittsburgh, PA: University of Pittsburgh.
   Google Scholar
• Muis, K., & Duffy, M. (2013). Epistemic climate and epistemic change: Instruction designed to change students' beliefs, learning strategies and improve achievement. Journal of Educational Psychology, 105, 213–231.
   Web of Science ®Google Scholar
• Muis, K. R., & Foy, M. J. (2010). The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 435–469). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Muis, K. R., Trevors, G., & Chevrier, M. (2016). Epistemic climate for epistemic change. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 331–359). New York, NY: Routledge.
   Google Scholar
• Murphy, P. K., Firetto, C. M., Wei, L., Li, M., & Croninger, R. M. V. (2016). What really works: Optimizing discussions to promote comprehension and critical-analytic thinking. Policy Insights from the Behavioral and Brain Sciences, 3, 27–35.
   Google Scholar
• Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009). Examining the effects of classroom discussion on students' comprehension of text: A meta-analysis. Journal of Educational Psychology, 101, 740–764.
   Web of Science ®Google Scholar
• Nguyen, K., Anderson, R. C., Waggoner, M., & Rowel, B. (2007). Using literature discussions to reason through real life dilemmas: A journey taken by one teacher and her fourth-grade students. In R. Horowitz (Ed.), Talking texts: Knowing the world through the evolution of instructional discourse (pp. 187–206). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Nussbaum, E. M., & Sinatra, G. M. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28, 384–395.
   Web of Science ®Google Scholar
• Olafson, L., & Schraw, G. (2006). Teachers' beliefs and practices within and across domains. International Journal of Educational Research, 45, 71–84.
   Google Scholar
• Olafson, L., & Schraw, G. (2010). Beyond epistemology: Assessing teachers' epistemological and ontological worldviews. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 516–551). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Organization of Economic and Cultural Development. (2013). PISA 2015 draft frameworks. Retrieved from http://www.oecd.org/pisa/pisaproducts/pisa2015draftframeworks.htm
   Google Scholar
• Pajares, F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.
   Web of Science ®Google Scholar
• Porsch, T., & Bromme, R. (2011). Effects of epistemological sensitization on source choices. Instructional Science, 39, 805–819.
   Web of Science ®Google Scholar
• Rezntiskaya, A., Bråten, I., & Muis, K. R. (2017, August). Professional development in dialogic teaching: The role of epistemic cognition. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction, Tampere, Finland.
   Google Scholar
• Reznitskaya, A., Glina, M., Carolan, B., Michaud, O., Rogers, J., & Sequeira, L. (2012). Examining transfer effects from dialogic discussions to new tasks and contexts. Contemporary Educational Psychology, 37, 288–306.
   Web of Science ®Google Scholar
• Reznitskaya, A., Kuo, L., Clark, A., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge Journal of Education, 39, 29–48.
   Google Scholar
• Reznitskaya, A., & Wilkinson, I. A. G. (2015a). Dialogic teaching: Rethinking and positively transforming classroom practice. In S. Joseph (Ed.), Positive psychology in practice (2nd ed., pp. 375–399). Hoboken, NJ: Wiley.
   Google Scholar
• Reznitskaya, A., & Wilkinson, I. A. G. (2015b). Professional development in dialogic teaching: Helping teachers promote argument literacy in their classrooms. In D. Scott & E. Hargreaves (Eds.), Sage handbook of learning (pp. 219–232). London, UK: Sage.
   Google Scholar
• Roskos, K., & Boehlen, S. (2000). Learning the art of instructional conversation: The influence of self-assessment on teachers' instructional discourse in a reading clinic. Elementary School Journal, 100, 229–252.
   Web of Science ®Google Scholar
• Roth, G., & Weinstock, M. (2013). Teachers' epistemological beliefs as an antecedent of autonomy-supportive teaching. Motivation and Emotion, 37, 402–412.
   Web of Science ®Google Scholar
• Ryu, S., & Sandoval, W.A. (2012). Improvements to elementary children's epistemic understanding from sustained argumentation. Science Education, 96, 488–526.
   Web of Science ®Google Scholar
• Sandoval, W.A., Greene, J.A., & Bråten, I. (2016). Understanding and promoting thinking about knowledge: Origin, issues, and future directions of research on epistemic cognition. Review of Research in Education, 40, 457–496.
   Web of Science ®Google Scholar
• Saunders, W., Goldenberg, C., & Hamann, J. (1992). Instructional conversations beget instructional conversations. Teaching and Teacher Education, 8, 199–218.
   Web of Science ®Google Scholar
• Schraw, G. (2001). Current themes and future directions in epistemological research: A commentary. Educational Psychology Review, 13, 451–464.
   Web of Science ®Google Scholar
• Schraw, G., Lunn Brownlee, J., & Olafson, L. (in press). Teachers' personal epistemologies: Theoretical and practical considerations. In G. Schraw, J. Lunn Brownlee, L. Olafson, & M. Vanderveldt (Eds.), Teachers' personal epistemologies: Evolving models for transforming practice. Charlotte, NC: Information Age.
   Google Scholar
• Schraw, G., & Olafson, L. (2002). Teachers' epistemological world views and educational practices. Issues in Education, 8, 99–148.
   Google Scholar
• Slavin, R. E. (1986). Best-evidence synthesis: An alternative to meta-analytic and traditional reviews. Educational Researcher, 15, 5–11.
   Google Scholar
• Snow, C., & Hemphill, L. (in press). Learning to read while reading to learn: The central role of multiple documents in two instructional programs. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use. New York, NY: Routledge.
   Google Scholar
• Splitter, L. J., & Sharp, A. M. (1996). The practice of philosophy in the classroom. In R. F. Reed & A. M. Sharp (Eds.), Studies in philosophy for children: Pixie (pp. 285–314). Madrid, Spain: Ediciones De La Torre.
   Google Scholar
• Sun, J., Anderson, R. C., Lin, T. J., & Morris, J. A. (2015). Social and cognitive development during collaborative reasoning. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 63–75). Washington, DC: American Educational Research Association.
   Google Scholar
• Tabak, I., & Weinstock, M. (2011). If there is no one right answer: The epistemological implications of classroom interactions. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 180–194). New York, NY: Routledge.
   Google Scholar
• Tillema, H. (2011). Looking into mirrors: Teacher educators' dilemmas in constructing pedagogical understanding about their teaching. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 40–53). New York, NY: Routledge.
   Google Scholar
• Trickey, S., & Topping, K. J. (2004). Philosophy for children: A systematic review. Research Papers in Education, 19, 365–380.
   Google Scholar
• Tsai, C.C. (2006). Teachers' scientific epistemological views: The coherence with instruction and students' views. Science Education, 91, 222–243.
   Web of Science ®Google Scholar
• Valanides, N., & Angeli, C. (2011). Personal epistemology and ill-defined problem solving in solo and dyadic contexts. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 195–209). New York, NY: Routledge.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
   Google Scholar
• Walton, D. (1990). What is reasoning? What is an argument? Journal of Philosophy, 87, 399–419.
   Web of Science ®Google Scholar
• Walton, D. (1998). The new dialectic: Conversational contexts of argument. Toronto, Canada: University of Toronto Press.
   Google Scholar
• Walton, D., & Macagno, F. (2007). Types of dialogue, dialectical relevance and textual congruity. Anthropology & Philosophy: International Multidisciplinary Journal, 8, 101–119.
   Google Scholar
• White, B. C. (2000). Pre-service teachers' epistemology viewed through perspectives on problematic classroom situations. Journal of Education for Teaching, 26, 279–306.
   Google Scholar
• Wilkinson, I. A. G., Murphy, P. K., & Binici, S. (2015). Dialogue-intensive pedagogies for promoting reading comprehension: What we know, what we need to know. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 37–50). Washington, DC: American Educational Research Association.
   Google Scholar
• Wilkinson, I. A. G., Reznitskaya, A., Bourdage, K., Oyler, J., Nelson, K., Glina, M., … Kim, M. Y. (2016). Toward a more dialogic pedagogy: Changing teachers' beliefs and practices through professional development in language arts classrooms. Language & Education, 31, 65–82.
   Web of Science ®Google Scholar
• Wilkinson, I. A. G., & Son, E. H. (2011). A dialogic turn in research on learning and teaching to comprehend. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of reading research (Vol. 4, pp. 359–387). New York, NY: Routledge.
   Google Scholar
• Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72, 131–175.
   Web of Science ®Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2008). How novice science teachers appropriate epistemic discourses around model-based inquiry for use in classrooms. Cognition and Instruction, 26, 310–378.
   Web of Science ®Google Scholar
• Wolf, M., Crosson, A., & Resnick, L. (2006). Accountable talk in reading comprehension instruction: CSE Technical Report 670. Pittsburgh, PA: Learning and Research Development Center, University of Pittsburgh.
   Google Scholar
• Woolfolk-Hoy, A., Davis, H., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd. ed., pp. 715–737). New York, NY: Routledge.
   Google Scholar
• Yadav, A., Herron, M., & Samarapungavan, A. (2011). Personal epistemology in preservice teacher education. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 25–35). New York, NY: Routledge.
   Google Scholar
• Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39, 35–62.
   Web of Science ®Google Scholar