Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory

By Neil Mercer, Christine Howe. 2012

620 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/518822f19fd20ff82c8086a40cedd5d59f0ab674

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. Riikka Hofmann
2. Neil Mercer
3. Irina Verenikina
4. Robyn M. Gillies

In Language and Linguistics

1. Irina Verenikina
2. Pauline Jones
3. Janine Delahunty
4. Neil Mercer
5. Rebecca Ferguson
6. Y. Solomon
7. Robyn M. Gillies
8. Sylvia Rojas-Drummond

Citations in the corpus

• Impact of the Interactive Learning Environments in Children’s Prosocial Behavior (2018, background): “Promoting children’s dialogues about prosocial behavior in IG would increase their metacognitive knowledge about its benefits for learning and well-being [51].”
• Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “…to be productive, students should share their ideas and support them with reasons , discuss different views and resolve these to achieve group consensus (Howe 2010; Mercer and Howe 2012; Littleton and Howe 2010; Mercer and Littleton 2007; see also Bennett et al. 2010; Kyriacou and Issitt 2008).”
• Socio-emotional connections: identity, belonging and learning in online interactions. A literature review (2014, background): “It is through these kinds of social exchanges that individual learning is driven by the dialectic between individual and collective understandings (Mercer & Howe, 2012).”