Citations (29)
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Carole Bignell & Christopher Holligan. (2023) It’s good to talk: professional development through dialogic co-coaching in the primary school classroom in England. Education 3-13 0:0, pages 1-15.
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Edsoulla Chung. (2023) Eleven factors contributing to the effectiveness of dialogic reflection: understanding professional development from the teacher’s perspective. Pedagogies: An International Journal 18:2, pages 268-288.
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S. H. Kho & S. A. M. M. Ismail. (2021) Are we on an equal footing? Accepting teachers as equal learning partners to effectively engage teachers in coaching. Educational Studies 0:0, pages 1-20.
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Brandon Sherman & Annela Teemant. (2021) Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning. Professional Development in Education 47:2-3, pages 363-376.
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Lindsay Woodward & Jennifer Thoma. (2021) Perspectives on literacy coaching: defining roles and expectations. Teacher Development 25:1, pages 68-84.
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Adrian K. Reynolds. (2020) Academic coaching for learners in medical education: Twelve tips for the learning specialist. Medical Teacher 42:6, pages 616-621.
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Christine Howe, Sara Hennessy, Neil Mercer, Maria Vrikki & Lisa Wheatley. (2019) Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?. Journal of the Learning Sciences 28:4-5, pages 462-512.
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Maria Vrikki, Lisa Wheatley, Christine Howe, Sara Hennessy & Neil Mercer. (2019) Dialogic practices in primary school classrooms. Language and Education 33:1, pages 85-100.
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Articles from other publishers (21)
Nicholas Kochmanski & Paul Cobb. (2023) Identifying productive one-on-one coaching practices. Teaching and Teacher Education 131, pages 104188.
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Kiyotaka Miyazaki. (2023) Questioning in Bakhtinian dialogic pedagogy and argumentation theory. Dialogic Pedagogy: An International Online Journal 11:3, pages A42-A64.
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Jennifer Renn, Haiyan Li, Woongsik Choi, Wayne Wright & Trish Morita‐Mullaney. (2023) Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching. TESOL Quarterly.
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Marguerite E. Walsh, Eben B. Witherspoon, Christian D. Schunn & Lindsay Clare Matsumura. (2023) Mental simulations to facilitate teacher learning of ambitious mathematics instruction in coaching interactions. International Journal of STEM Education 10:1.
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Yanmin Zhao, Marc Kleinknecht & James Ko. 2023. Effective Teaching Around the World. Effective Teaching Around the World
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Nicholas Kochmanski & Paul Cobb. (2022) Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching. Journal of Teacher Education, pages 002248712211431.
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Edsoulla Chung & Linda Fisher. (2022) A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning. System 110, pages 102901.
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Carmen Alvarez-Alvarez, Lidia Sánchez-Ruiz, Carmen Sarabia Cobo & Javier Montoya-del Corte. (2022) Validación de un cuestionario para la evaluación de la interacción en la enseñanza universitaria. REDU. Revista de Docencia Universitaria 20:1, pages 145-160.
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Edsoulla Chung. (2022) Effecting Change in Teachers’ Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection. SAGE Open 12:1, pages 215824402110710.
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Eben B. Witherspoon, Nathaniel B. Ferrer, Richard R. Correnti, Mary Kay Stein & Christian D. Schunn. (2021) Coaching that supports teachers’ learning to enact ambitious instruction. Instructional Science 49:6, pages 877-898.
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Megan Guise, Sarah Hegg & Amy Robbins. (2021) Learning together through coteaching coaching: A model of support for coteaching pairs in clinical practice. Teaching and Teacher Education 100, pages 103278.
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Rebecca J. Blankenship, Paige F. Paquette & Cheron H. Davis. 2021. Research Anthology on Developing Critical Thinking Skills in Students. Research Anthology on Developing Critical Thinking Skills in Students
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Chrysi Rapanta, Mercè Garcia-Mila, Ana Remesal & Cláudia Gonçalves. (2021) The challenge of inclusive dialogic teaching in public secondary school. Comunicar 29:66, pages 21-31.
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Rebecca J. Blankenship, Paige F. Paquette & Cheron H. Davis. 2020. Research Anthology on Instilling Social Justice in the Classroom. Research Anthology on Instilling Social Justice in the Classroom
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Bi Ying Hu, Shuang Wang, Yingquan Song & Jennifer LoCasale-Crouch. (2020) Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools. Children and Youth Services Review 116, pages 105112.
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Rebecca J. Blankenship, Paige F. Paquette & Cheron H. Davis. (2019) Field-Based Learning for Minority Educators. International Journal of Teacher Education and Professional Development 2:2, pages 1-23.
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Matthew Wallen & Roland Tormey. (2019) Developing teacher agency through dialogue. Teaching and Teacher Education 82, pages 129-139.
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Carmen Álvarez-Álvarez, Lidia Sanchez-Ruiz & Javier Montoya-del-Corte. (2019) Proposal of a questionnaire to measure the level of interaction in the university classrooms: version for teachers, students and observers. WPOM-Working Papers on Operations Management 10:1, pages 1.
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Mari Haneda, Brandon Sherman, Frances Nebus Bose & Annela Teemant. (2019) Ways of interacting: What underlies instructional coaches' discursive actions. Teaching and Teacher Education 78, pages 165-173.
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Jennifer Sharples Reichenberg. (2018) A Model of Joint Action for Literacy Coaching: The Intersection of Consonance and Dissonance With Responsive and Directive Approaches. Literacy Research: Theory, Method, and Practice 67:1, pages 109-130.
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Adam Lefstein, Dana Vedder-Weiss, Iris Tabak & Aliza Segal. (2018) Learner agency in scaffolding: The case of coaching teacher leadership. International Journal of Educational Research 90, pages 209-222.
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