Clarke, S.N., Howley, I, Resnick, L.B. & Rosé, C.P. (2016) Student agency to participate in dialogic science discussions. Learning, Culture & Social Interaction.
In this paper, we introduce a hybrid model of agency as a lens to examine the enablers and barriers to students' engagement in dialogic science discussions. We operationalize this model in the analysis of students' participation patterns in whole class discussions and their narratives about experiences in these discussions. The findings show that all students enact agency in discussion, but differences lie in the extent to which students perceive that they can enact agency.