Abstract
Cogenerative dialogue is defined as a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement positive changes in a classroom’s teaching and learning practices (Martin, 2006, p. 694). For this thesis, cogenerative dialogue will be posited as the pedagogical practice that encourages instructors and students to share the responsibility in an active learning environment, thereby granting students in entry-level higher education courses a voice in their education. Analyzing the research data on cogenerative dialogue primarily in K-12 classrooms where significant research has been compiled, as well as focusing on texts regarding first-year college students and literature pertaining to communication sub-theories, I created a model framework using grounded theory to guide instructors in higher education entry-level courses to successfully implement cogenerative dialogue in their classrooms.
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