Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms

By I. Wilkinson, Alina Reznitskaya, Kristin Bourdage, Joseph M. Oyler, Monica B. Glina, R. Drewry, Min-young Kim, Kathryn S. Nelson. 2017

164 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1d43d32bae21d5fe959706e6f51a9d7450c4ceaf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Neil Mercer
2. Christine Howe
3. Robyn M. Gillies

In Education

1. Neil Mercer
2. M. Vrikki
3. Lisa Wheatley
4. Sara Hennessy
5. Christine Howe
6. Robyn M. Gillies

Citations in the corpus

• Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “A third theme is that differences of opinion should be acknowledged, probed, and critiqued, ideally bringing in the reasons on which opinions are based (e.g., Alexander, 2008; Chinn & Anderson, 1998; Howe & Mercer, 2007; Lefstein, 2010; Mercer & Littleton, 2007; Mortimer & Scott, 2003; Osborne, Erdu”