Ph.D. Human Development, Columbia University, New York, NY, 1999
B.A. Psychology, Stanford University, Stanford, CA, 1990
In an era in which “fake news” and “alternative facts” are invoked to excuse one-sided reasoning, it is imperative that students see argument not as a way to silence opposition, but as a vehicle for developing a broader, more complex or more nuanced understanding of the world around them. (Mark Felton)
Mark K. Felton is a Professor of Teacher Education and Faculty Associate Dean of Research in the Connie L. Lurie College of Education at San José State University (San Jose, USA). His work focuses on argumentative discourse and learning in school settings with an emphasis on academic literacy in science and history. His work has been published in a wide array of journals, including, Cognitive Development, Cognition and Instruction, Discourse Processes Journal of Curriculum Studies, Contemporary Educational Psychology, British Journal of Educational Psychology, Science Education and Written Communication. His work has been funded by the Institute of Education Sciences, the National Science Foundation and the U.S. Department of Education's Office of English Language Acquisition.
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