Examining the Variability of Dialogic Pedagogy Knowledge of General Educators in Elementary School

Author

Kimberly SanchezFollow

Year of Award

2024

Degree

Doctor of Education (EdD)

College

College of Education & Allied Health

Degree Program

Collaborative High Impact Instruction

Department

Education and Special Education

First Advisor

Gale Rice

Second Advisor

Kelley Barger

Third Advisor

Joanne Fish

Keywords

Dialogic pedagogies, MTSS, At-risk students, Tiered interventions

Abstract

The evidence in literature and practice indicates that most students have not been adequately exposed to and engaged with classroom dialogue, connections with peers through dialogue and/or deeper understanding of educational content due to lack of productive talk strategically supported by curriculums or educators (Edlund et al., 2023). In an era of evidence-based programming, collaborative educators need to equitably and sustainably support students with high impact strategies and interventions (Sylvan, 2020; Marzano, 2003; Hattie, 2008). Utilizing research based dialogic pedagogies within an MTSS framework increases students’ abilities as capable and critical thinkers (Leighton et al., 2021; Edlund et al., 2023). The purpose of this mixed methods phenomenological study is to learn more about the variability of dialogic pedagogy knowledge and utilization of K-5 general educators within the MTSS framework. The problem to be addressed is providing more accurate and effective tiered dialogic interventions and strategies designed to increase communication, engagement, and deepen content understanding for at-risk students in the classroom setting. Quantitative and qualitative data were collected through surveys and educator interviews. The data revealed that all participating educators had some varied knowledge of dialogic practices, and they planned and utilized them in classrooms. However, not all implemented them through an MTSS framework. These educators were all receptive and willing to learn and implement more dialogic practices within MTSS framework. An Organizational Improvement Plan was provided with suggestions for improving educators’ knowledge and utilization of dialogic practices within MTSS.

Keywords: dialogic pedagogies, MTSS, at-risk students, tiered interventions

Document Type

Open Access Dissertation

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Sanchez, Kimberly, "Examining the Variability of Dialogic Pedagogy Knowledge of General Educators in Elementary School" (2024). All Theses, Dissertations, and Capstone Projects. 679.
https://griffinshare.fontbonne.edu/all-etds/679