Dialogue and the Development of Children's Thinking: A Sociocultural Approach

By Neil Mercer, Karen Littleton. 2007

1,498 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1107f68cd751a6af47ac6e526899e8762d75afa2

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Citations in the corpus

Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “…teacher initiations should also include open questions like “Why has Edinburgh become a major center of culture?” that permit multiple answers (e.g., Alexander, 2008; Mercer & Littleton, 2007; Nystrand, Wu, Gamoran, Zeiser, & Long, 2003; O’Connor, Michaels, & Chapin, 2015; Wells & Arauz, 2006).”
From Moves to Sequences: Expanding the Unit of Analysis in the Study of Classroom Discourse. (2015, background): “Another example of coding discourse units larger than the discourse move is Mercer and colleagues’ (Mercer, 1886; Mercer & Littleton, 2007) distinction between exploratory, disputational and cumulative forms of talk.”
The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis (2008, unknown): “Research in British schools by myself and colleagues over more than a decade supports the view that a shared understanding about how to talk and work effectively in groups is rare among primary children (Mercer, 1995, 2000; Mercer & Littleton, 2007; Wegerif & Scrimshaw, 1997).”
The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, background): “Mercer and Littleton (2007) for example focused on how teachers could stimulate high-quality discussions in small groups (called exploratory talk).”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “Cognitive educators have advocated the need for teachers to employ more open-ended questioning to promote higher levels of explanations for a specific concept in classroom discussions (Erdogan and Campbell 2008; Mercer and Littleton 2007; Oliveira 2010).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Research on teacher-guided classroom discourse similarly emphasizes the importance of teacher scaffolding and probing of student reasoning (Mercer & Littleton, 2007; Michaels et al., 2007; Resnick et al., 2010), for example, by asking students to apply their own reasoning to someone else’s (“Do you…”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “…R. J. Alexander, 2003; Almasi, O’Flahavan, & Arya, 2001; Applebee et al., 2003; Billings & Fitzgerald, 2002; Chinn, Anderson, & Waggoner, 2001; Mercer & Littleton, 2007; Nystrand et al., 2003; Onosko, 1990; Reznitskaya et al., 2012; Soter et al., 2008; Taylor, Pearson, Peterson, & Rodriguez,…”
Dialogic interactions in the cooperative classroom (2016, background): “…of Educational Research (2015), http://dx.doi.org/10.1016/j.ijer.2015.02.009 R.M. Gillies / International Journal of Educational Research xxx (2015) xxx–xxx 11 ideas, argue, reason, and explain propositions, and negotiate solutions to problems at hand (Alexander, 2008a; Mercer & Littleton, 2007).”
Scaffolding through dialogic teaching in early school classrooms (2016, methodology): “Recent research has highlighted the key role of dialogic interactions between teachers and students in students’ learning, development and reasoning (e.g. Littleton & Howe 2010; Mercer & Littleton, 2007).”
Collaborative Group Work in Middle Childhood (2009, background): “…of differing preconceptions and discovery/conceptual learning suggests a need for the discussion of contrasting ideas, and research has largely confirmed this [Berkowitz & Gibbs, 1983; Howe & Tolmie, 1998; Howe, Tolmie, Greer, & Mackenzie, 1995; Kruger, 1993; Mercer & Littleton, 2007; Webb, 1989].”
An overview of learning analytics (2013, methodology): “This approach could be applied, for example, to identify communities among student populations, which could be used to better inform decisions about group work, placements, project or assignment topics, and so on.”