Distributing opportunities to participate in talk-in-interaction during whole-class mathematics discussions is an important equity issue, with multiple studies reporting pervasive inequitable participation patterns in mathematics classrooms. Less attention, however, has been given to the underlying interactional practices that can initiate and…

This study examined the affordances of an embodied humanoid robot to engage children in play and learning from the perspective of embodied cognition in two studies as part of multiyear design research. In Study One, we observed how the robot's embodiment, accompanied by its sensors and movements, elicited embodied reactions of eleven children…

In this article, I analyze teachers' use of students' everyday knowledge and experiences as resources for learning in educational dialogues. By analyzing video data of teachers' attempts to contextualize instruction in naturalistic settings in a lower secondary school, I examine how teachers use such resources to support and guide student…

Introduction: The aim of this study was to analyze how oral argumentative strategies, argumentative sequences and interaction patterns relate to argumentative content and the required learning objectives. Method: Two different kinds of debates were analyzed. In the first, the participants defended one point of view, while in the second the…

Debate about the balance between child- and adult-initiated activities in early childhood settings is long standing. This article reports a study of 29 children aged 4-5 years in a London state school, on the influences of child- and adult-initiated activities on children's self-regulation and metacognition. Whilst both contexts were supportive,…

Purpose: This qualitative study reports on beliefs practicing educators hold about diverse students and families. Specifically, this study examined educator beliefs related to culturally, linguistically, and economically diverse students and families along with participants' knowledge of culture and its application in practice. Research Design:…

This paper primarily investigates the interactional unfolding and management of "claims of insufficient knowledge" (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various…

This dissertation examines the patterns and types of mistakes students make on a large-scale mathematics assessment, and puts these patterns into perspective based on the textbook used and the specific content covered in a student's classroom. In order to investigate the nature of these patterns, I employ a method of analysis originally designed…

This study aims to replicate and extend a previous study which was conducted on primary school students' asynchronous online project-based learning. In this study, 276 high school students' participation and interaction in a project-based learning environment was mediated by an asynchronous computer-mediated communication (CMC) tool. The students'…

This dissertation explores the perceptions and experiences of international students from China and Hong Kong with diversity courses. Using theoretical frameworks that examine the diversity classroom, informal interactional diversity, a diversity typology used to categorize diversity courses, intergroup peer relationships and student…