Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers’ Beliefs

By Diane Silva Pimentel, Katherine L. McNeill. 2013

150 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ba2019de2b32517813acd356ac21654f6d2b7c9f

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. Roman Svaricek
4. K. Šeďová
5. Martin Sedláček
6. Robyn M. Gillies

In Education

1. Neil Mercer
2. M. Vrikki
3. Lisa Wheatley
4. Sara Hennessy
5. Christine Howe
6. Roman Svaricek
7. K. Šeďová
8. Martin Sedláček

In Social Psychology

1. Christine Howe
2. Neil Mercer
3. Rebecca Ferguson
4. Y. Solomon
5. Sylvia Rojas-Drummond
6. Anne Edwards *
7. Paul Black
8. Claire Sams

Citations in the corpus

• Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “…evaluation of theory, embedding in practice, or both, the initiatives have achieved only patchy success as regards target dialogue (e.g., Alexander et al., 2017; Lefstein & Snell, 2014; Osborne et al., 2013; Pehmer et al., 2015; Pimentel & McNeill, 2013; Ruthven et al., 2017; Wells & Arauz, 2006).”
• Teacher professional development as a means of transforming student classroom talk (2016, background): “…in student talk (Sotter et al., 2008), the open-endedness and cognitive demandingness of questions (Gayle, Preiss, & Allen, 2006), the use of mistakes as opportunities (Myhill & Warren, 2005), and probing questions or tossing back students' ideas by the teacher (Pimentel & McNeill, 2013).”