This review presents theoretical underpinnings supporting microethnographic-discourse
analytic (ME/DA) approaches to studying educational phenomena. The review is presented …

This research sought to develop argument as a problem-solving process by adding debate
to social studies instruction with three groups of fifth-grade students. This design-based …

Although a growing body of research recognizes the importance of viewing argumentation
as a means of understanding rather than combating others, little is known about how …

This study examines how instructional conversations revealed the ways two teachers'
argumentative epistemologies (ideational and social process) shaped literacy events …

Across four decades of Arthur Noble Applebee's scholarship in English language arts (ELA),
he was concerned with how teachers' curricular and instructional decisions mediate how …

In this paper, I investigate the relationships between classroom talk and dialogic literary
argumentative writing. My work is situated within a larger body of recent research on …

This dissertation study aims to theorize an instructional practice which I labeled languaging
thinking. Languaging thinking is conceptualized as a social practice in which teachers and …

The chapter applies a languaging relations perspective to describe a teacher's shift from a
formalist focus on structure to teach argumentative writing about literature to a focus on the …

This dissertation theorizes reflection and refraction as it relates to Dialogic Literary
Argumentation (Bloome, Newell, Hirvela, & Lin, 2019) in the teaching of Jesmyn Ward's …