Citations (92)
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Dennis Hauk, Alexander Gröschner, Maralena Weil, Ricardo Böheim, Ann-Kathrin Schindler, Martina Alles & Tina Seidel. (2023) How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study. Journal of Education for Teaching 49:5, pages 826-840.
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Su Lyn Corcoran & Dimitrina Kaneva. (2023) Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya. International Journal of Inclusive Education 27:11, pages 1239-1256.
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Yuchen Shi, Zihong Zhang, Shu Cao & Qunying Liu. (2023) Dialogic teaching of controversial issues: discursive moves to enact two-sided discussions. Language and Education 0:0, pages 1-17.
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Fiona Maine & Anna Čermáková. (2023) Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms. Language and Education 37:4, pages 428-443.
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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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Sara Hennessy, Elisa Calcagni, Alvin Leung & Neil Mercer. (2023) An analysis of the forms of teacher-student dialogue that are most productive for learning. Language and Education 37:2, pages 186-211.
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Søren Sindberg Jensen. (2023) The Impact of Philosophy with Children from the Perspective of Teachers. Educational Studies 49:2, pages 388-401.
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Søren Sindberg Jensen. (2023) The art of facilitating philosophical dialogues from the perspective of teachers. Educational Studies 49:1, pages 116-130.
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Jacob D. Skousen. (2022) Social justice leadership: Coming to know another possibility through autoethnography. Cogent Education 9:1.
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Matan Barak & Adam Lefstein. (2022) Above the law? The democratic implications of setting ground rules for dialogue. Language and Education 36:3, pages 195-210.
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Cory A. Bennett, Justin Thorpe & Beverly Ray. (2022) Considering mathematics educators’ perceptions of professionalism in rural contexts. Teacher Development 26:2, pages 279-298.
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Margaret Funke Omidire. (2022) Improving learners’ comprehension skills in the early years through group discussion. Early Child Development and Care 192:1, pages 159-171.
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Caroline Schaffalitzky. (2021) Learning to facilitate dialogue: on challenges and teachers’ assessments of their own performance. Educational Studies 0:0, pages 1-18.
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Ozden Sengul, Patrick James Enderle & Renee S. Schwartz. (2021) Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model. International Journal of Science Education 43:8, pages 1273-1291.
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Valentina Guzmán & Antonia Larrain. (2021) The transformation of pedagogical practices into dialogic teaching: towards a dialogic notion of teacher learning. Professional Development in Education 0:0, pages 1-14.
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Xiaohong Zhang, Kenichi Kubota, Mayumi Kubota & Kedong Li. (2021) Designing blended learning environments with thinking tool strategies: examining a Chinese teacher's decision-making and beliefs. Interactive Learning Environments 29:2, pages 301-314.
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E. Michael Nussbaum. (2021) Critical integrative argumentation: Toward complexity in students’ thinking. Educational Psychologist 56:1, pages 1-17.
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Joanne Lunn Brownlee & Mary Ryan. (2020) Supporting elementary school children to engage in collaborative argumentation: developing a kaleidoscope framework of inquiry dialogue. Teachers and Teaching 26:7-8, pages 543-557.
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Ozden Sengul, Patrick James Enderle & Renee S. Schwartz. (2020) Science teachers’ use of argumentation instructional model: linking PCK of argumentation, epistemological beliefs, and practice. International Journal of Science Education 42:7, pages 1068-1086.
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Joyce McPherson. (2020) Active Learning Principles with Illustrations from Shakespeare Education. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 93:1, pages 42-49.
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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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Chrysi Rapanta & Mark Felton. (2019) Mixed methods research in inquiry-based instruction: an integrative review. International Journal of Research & Method in Education 42:3, pages 288-304.
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Joy Banks & Simone Gibson. (2019) Exploring the Master Narrative: Racial Knowledge and Understanding of Language and Literacy Pedagogy for Special Education Teacher Candidates. Reading & Writing Quarterly 35:1, pages 30-41.
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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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Florencia Gomez Zaccarelli, Ann-Kathrin Schindler, Hilda Borko & Jonathan Osborne. (2018) Learning from professional development: a case study of the challenges of enacting productive science discourse in the classroom. Professional Development in Education 44:5, pages 721-737.
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Todd Reynolds. (2018) Understanding and embracing contradictions: an exploration of high school English teachers’ beliefs about whole-class discussion. Language and Education 32:4, pages 371-385.
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Ivar Bråten, Krista R. Muis & Alina Reznitskaya. (2017) Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?. Educational Psychologist 52:4, pages 253-269.
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Maren Aukerman & Lorien Chambers Schuldt. (2017) Bucking the authoritative script of a mandated curriculum. Curriculum Inquiry 47:4, pages 411-437.
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Articles from other publishers (64)
Matan Barak. (2024) Educational ideals and classroom realities: Developing teachers' concepts of dialogic pedagogy in real-world contexts. Teaching and Teacher Education 138, pages 104401.
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B.Barry Mahoney, R.Ron Oostdam, H.Hessel Nieuwelink & J.Jaap Schuitema. (2023) Learning to think critically through Socratic dialogue: Evaluating a series of lessons designed for secondary vocational education. Thinking Skills and Creativity 50, pages 101422.
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Min-Young Kim & Eileen Shanahan. (2023) Teaching argumentation with a dialogic stance: A case of an 11th-grade English language arts classroom. Learning, Culture and Social Interaction 43, pages 100770.
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Chrysi Rapanta, Andrea Miralda-Balda, Mercè Garcia-Milà, Maria Vrikki, Fabrizio Macagno & Maria Evagorou. (2023) Detecting the factors affecting classroom dialogue quality. Linguistics and Education 77, pages 101223.
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Gilad Brandes, Naama Evanhaim, Shani Dalal-Zarotski, Ronit Levie, Smadar Patael, Anat Hora & Amalia Bar-On. (2022) The effect of a dialogically oriented intervention program on the reading abilities of struggling readers in second grade. Reading and Writing 36:8, pages 2221-2249.
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Annika M. Svedholm-Häkkinen, Mika Hietanen & Jonathan Baron. (2023) Individual Differences in Argument Strength Discrimination. Argumentation.
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Angela Hadjipanteli & Maria Vrikki. (2023) Conceptualising teacher dialogic artistry: a nexus of pedagogical dispositions and language qualities. Frontiers in Education 8.
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Gregg B. Dionne, Kaleb G. Patrick, Raymond Francis, Mark E. Deschaine & Katie Sloan. (2023) Going to the Principal’s Office: Principal Perceptions and the Potential Alliance Between PK-12 Schools and Institutions of Higher Education to Meet Professional Development Needs. Journal of Research on Leadership Education.
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Ian A.G. Wilkinson, Alina Reznitskaya & Jerome V. D'Agostino. (2023) Professional development in classroom discussion to improve argumentation: Teacher and student outcomes. Learning and Instruction 85, pages 101732.
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Siyabonga Mhlongo, Khanyisile Mbatha, Boitumelo Ramatsetse & Reuben Dlamini. (2023) Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon 9:6, pages e16348.
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Chrysi Rapanta & Fabrizio Macagno. (2023) Authentic questions as prompts for productive and constructive sequences: A pragmatic approach to classroom dialogue and argumentation. Dialogic Pedagogy: An International Online Journal 11:3, pages A65-A87.
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Elisa Calcagni, Farah Ahmed, Ana Laura Trigo-Clapés, Ruth Kershner & Sara Hennessy. (2023) Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach. Teaching and Teacher Education 126, pages 104067.
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Ericalyn Caasi, Emily Yerkes & Elizabeth Dutro. (2023) Movement between content and process in teachers’ collective sensemaking about discussions of gender and sexuality in elementary classrooms. Teaching and Teacher Education 126, pages 104011.
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Xiangdong Wei, Man-Kong Chow, Lisha Huang, Xinyi Huang & Gary Cheng. (2023) Teacher Evaluation in Primary and Secondary Schools: A Systematic Review of SSCI Journal Publications from 2012 to 2022. Sustainability 15:9, pages 7280.
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Leslie C. Banes, Julia G. Houk, Steven Z. Athanases & Sergio L. Sanchez. (2023) Multi-Lens Noticing in Preservice Teachers’ First Attempts at Facilitating Discussion in Diverse English Classes. Teachers College Record: The Voice of Scholarship in Education 125:4, pages 95-133.
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Yang Tao & Gaowei Chen. (2023) Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature. Learning, Culture and Social Interaction 39, pages 100702.
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Maureen P. Boyd. (2023) Teacher talk that supports student thinking and talking together: Three markers of a dialogic instructional stance. Learning, Culture and Social Interaction 39, pages 100695.
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Jinglu Zhang & William J. Browne. (2022) Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies. Journal of Research in Science Teaching 60:4, pages 847-884.
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Paola Uccelli. (2023) Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education. Language Learning.
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Maria Vrikki & Maria Evagorou. (2023) An analysis of teacher questioning practices in dialogic lessons. International Journal of Educational Research 117, pages 102107.
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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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Sevda DOĞAN DOLAPÇIOĞLU. (2022) Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education. International Journal of Contemporary Educational Research 8:4, pages 196-207.
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Chrysi Rapanta & Andri Christodoulou. (2022) Walton's types of argumentation dialogues as classroom discourse sequences. Learning, Culture and Social Interaction 36, pages 100352.
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Dong Yang, Peng Chen, Huanhuan Wang, Kai Wang & Ronghuai Huang. (2022) Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies. Frontiers in Psychology 13.
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Benzi Slakmon. (2022) Effects of dialogic education on sensemaking: Changes in teachers' narrative structure. Teaching and Teacher Education 115, pages 103748.
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Yao Hong, Ling-Ge Chen, Jian-Hao Huang, Yi-Ying Tsai & Te-Yi Chang. (2022) The Impact of Cooperative Learning Method on the Oral Proficiency of Learners of the Training Program for English Tourist Guides. Frontiers in Psychology 13.
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Miriam Moser, Matthias Zimmermann, Christine Pauli, Kurt Reusser & Anke Wischgoll. (2022) Student's vocal participation trajectories in whole-class discussions during teacher professional development. Learning, Culture and Social Interaction 34, pages 100633.
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Todd Reynolds, Andrea C. Burrows & Mike Borowczak. (2022) Confusion Over Models: Exploring Discourse in a STEM Professional Development. SAGE Open 12:2, pages 215824402210979.
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Maren Omland, Sten Runar Ludvigsen & Kari Anne Rødnes. (2022) The role of querying: Investigating subject-oriented meaning-making. Learning, Culture and Social Interaction 33, pages 100599.
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Matan Barak & Adam Lefstein. (2021) Opening Texts for Discussion: Developing Dialogic Reading Stances. Reading Research Quarterly 57:2, pages 449-468.
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F. Rombout, J.A. Schuitema & M.L.L. Volman. (2022) Teaching strategies for value-loaded critical thinking in philosophy classroom dialogues. Thinking Skills and Creativity 43, pages 100991.
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Katrin Alt & Kerstin Michalik. 2022. Fostering Inclusion in Education. Fostering Inclusion in Education
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Eran Zafrani & Anat Yarden. (2021) Dialog‐constraining institutional logics and their interactional manifestation in the science classroom. Science Education 106:1, pages 142-171.
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Rebecca D. Silverman, C. Patrick Proctor, Jeffrey R. Harring, Karen S. Taylor, Erika M. Johnson, Renata Love Jones & Yewon Lee. (2021) The Effect of a Language and Literacy Intervention on Upper Elementary Bilingual Students’ Argument Writing. The Elementary School Journal 122:2, pages 208-232.
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Alina Reznitskaya & Ian A.G. Wilkinson. (2021) The Argumentation Rating Tool: Assessing and supporting teacher facilitation and student argumentation during text-based discussions. Teaching and Teacher Education 106, pages 103464.
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Chrysi Rapanta. (2021) Can teachers implement a student-centered dialogical argumentation method across the curriculum?. Teaching and Teacher Education 105, pages 103404.
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