The study of talk between teachers and students, from the 1970s until the 2010s

By Neil Mercer, Lyn Dawes. Language and the Joint Creation of Knowledge, 2014

237 citations recorded by the source corpus.

The close study of classroom talk has been an active field of research since the 1970s, when John Furlong made his significant contribution. Focusing particularly on research into teacher–student interactions, we will review the development of this field from the 1970s until the present, considering what has been learned and the educational implications of the results. We also discuss the impact of the findings of this research on teacher education, educational policy and classroom practice.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/eb10e880bacb50599d934ceb657e646cd4b1d494

How researchers see this paper

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

In Education

1. Doris Holzberger
2. K. Schnitzler
3. Tina Seidel
4. J. Scheerens

Citations in the corpus

• All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “…activity in most educational systems (Seidel and Prenzel 2006; Stigler et al. 1999), which provide students with important learning opportunities because during whole-class dialogues students and teachers jointly construct knowledge and establish a shared understanding (Mercer and Dawes 2014).”