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International Journal of Research & Method in Education Volume 42, 2019 - Issue 2
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Articles

The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue

Maria VrikkiFaculty of Education, University of Cambridge, Cambridge, UKCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-2748-4418
ORCID Icon,
Ruth KershnerFaculty of Education, University of Cambridge, Cambridge, UKORCID Iconhttp://orcid.org/0000-0002-4083-7169
ORCID Icon,
Elisa CalcagniFaculty of Education, University of Cambridge, Cambridge, UKORCID Iconhttp://orcid.org/0000-0002-1983-3278
ORCID Icon,
Sara HennessyFaculty of Education, University of Cambridge, Cambridge, UKORCID Iconhttp://orcid.org/0000-0002-9050-4995
ORCID Icon,
Lisa LeeFaculty of Education, University of Cambridge, Cambridge, UK
,
Flora HernándezFaculty of Psychology, National Autonomous University of Mexico (UNAM), Mexico City, MexicoORCID Iconhttp://orcid.org/0000-0002-3858-6161
ORCID Icon,
Nube EstradaFaculty of Psychology, National Autonomous University of Mexico (UNAM), Mexico City, Mexico
&
Farah AhmedFaculty of Education, University of Cambridge, Cambridge, UKORCID Iconhttp://orcid.org/0000-0001-7667-6080
ORCID Icon show all
Pages 185-203 | Received 14 Nov 2017, Accepted 29 Mar 2018, Published online: 28 May 2018

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Gary Beauchamp & Dylan Adams. (2023) Primary school teachers’ perceptions of their pupils’ (aged 7–11 years) experiences of undertaking contemplative activities at nature reserve settings. Education 3-13 51:8, pages 1342-1353.
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Marion Heron, Harriet R. Tenenbaum & Robert J. Hatch. (2023) Patterns of talk in Foundation Year small group interaction: making the case for educational dialogue. Journal of Further and Higher Education 47:4, pages 450-464.
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Marion Heron & David M. Palfreyman. (2021) Exploring Higher-Order Thinking in Higher Education Seminar Talk. College Teaching 0:0, pages 1-8.
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Articles from other publishers (14)

Samuel Falcon, Jesús B. Alonso & Jaime Leon. (2023) Teachers’ engaging messages, students’ motivation to learn and academic performance: The moderating role of emotional intensity in speech. Teaching and Teacher Education 136, pages 104375.
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Samuel Falcon, Wilfried Admiraal & Jaime Leon. (2023) Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm. Learning and Instruction 86, pages 101750.
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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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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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Christos Tsolakis, Maria Mamoura & Evangelia Frydaki. 2023. New Approaches to the Investigation of Language Teaching and Literature. New Approaches to the Investigation of Language Teaching and Literature 265 289 .
Stéphane Clivaz, Audrey Daina, Valérie Batteau, Sara Presutti & Luc-Olivier Bünzli. (2022) How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework. International Journal for Lesson & Learning Studies 12:1, pages 21-37.
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Sherice N. Clarke, S Sushil, Katherine Dennis, Ung-Sang Lee, Andrea Gomoll & Zaynab Gates. (2023) Developing Shared Ways of Seeing Data: The Perils and Possibilities of Achieving Intercoder Agreement. International Journal of Qualitative Methods 22, pages 160940692311609.
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Yanmin Zhao, Marc Kleinknecht & James Ko. 2023. Effective Teaching Around the World. Effective Teaching Around the World 207 224 .
O. Chaika. (2022) Technology of dialogic interaction as a means of fostering polyculturalism with future foreign language teachers. HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 13:3.
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Steven Kickbusch & Nick Kelly. (2021) Representing teacher coaching sessions: understanding coaching that develops teachers' capability to design for learning. International Journal of Mentoring and Coaching in Education 10:4, pages 418-434.
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Sara Hennessy, Ruth Kershner, Elisa Calcagni & Farah Ahmed. (2021) Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach. Review of Education 9:3.
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Hongzhi Yang. (2021) Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education. System 96, pages 102401.
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Ana Luisa Rubio-Jimenez & Ruth Kershner. (2020) Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability: A Sociocultural Discourse Analysis of Their Discussion about Goal Setting. Social Sciences 9:11, pages 200.
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Rocío García-Carrión, Garazi López de Aguileta, Maria Padrós & Mimar Ramis-Salas. (2020) Implications for Social Impact of Dialogic Teaching and Learning. Frontiers in Psychology 11.
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