Medical educators constantly make decisions on when and how to intervene. Current literature provides general suggestions about types of teacher interventions. Our study aims to specify that knowledge by describing in detail the actions teachers do when intervening, the interactional consequences of those actions, and how these relate to teacher…

Dialogic education advocates varied forms of interactional management by teachers. In the context of whole-class discussions, teachers are encouraged to both prompt student involvement through direct mediation, and "step back" to give students a greater sense of agency and responsibility for turn-taking when appropriate. However, it is…

A core element of student-teacher partnerships, a form of student participation, is their dialogical nature. However, little research attention has been paid to communication in this context. Therefore, this study aims to gain an in-depth understanding of their deliberative communication patterns. Seventeen deliberative episodes, derived from two…

Development of transversal competencies is crucial for employee's endurance in the 21st century job market. The education system promises the development of these skills. It is vital to explore the classroom talks suitable for the development of transversal competencies at school level. This study aimed at exploring the talk in science classroom…

In this study, we examine the design process for a visual learning analytics (VLA) approach in addition to its effect on developing students' epistemic understanding of discourse and relationships to promote knowledge-building inquiry. Over a 3-month period, an experimental class of secondary school students took a visual arts course using a…

Across the curriculum, the questions that teachers ask in class direct learners' attention to key subject matter, and shape what they learn. This paper examines the types of questions that Chinese school Biology teachers ask, and considers how and why they vary their questioning in the context of scientific practices. Six teachers from four…

Using teaching representations is one of the common means for preparing pre-service mathematics teachers (PSTs) to learn how to teach mathematics meaningfully. However, turning PSTs' attention to the mathematical objects that students engage with during the lesson is a challenging pursuit. This paper suggests using the Realization Tree Mediator…

An essential element of creative musicianship is the ability to seek, provide, and respond to feedback. This article presents a method of teaching elementary music students to respond to creative work in a way that is productive and uplifting, using a discussion protocol. Grounded in the work of Lerman and Borstel's critical response and Seidel's…

This article explores the role of Philosophy for Children (P4C) pedagogy in higher education tutors' facilitation of discussion-based learning (DBL). To reflect on their use of P4C, six teacher education tutors who taught on a first-year professional learning module took part in a professional development activity. Questionnaire and group…

The development of artificial intelligence (AI) significantly improves the effectiveness of classroom dialogue systems, but their integration into the learning environment remains challenging. To address this gap, this research presents a framework for automatic intelligent dialogue analysis, intending to promote high-quality classroom dialogue…

With mounting polarization in the political arena and media sources, trust of one's neighbors and of teachers are facing increasing strain in the United States. Furthermore, teachers continue to struggle with how to teach high-quality, nuanced, social studies, especially in the elementary setting, where time and resources for social studies has…

This study examined how a middle school mathematics teacher implemented formative assessment lessons and how the classroom gradually transformed into an environment that encourages students' participation in mathematical discourse practices. Data were collected through year-long observations of a seventh-grade mathematics classroom and interviews.…

A key goal of recent reforms in science education has been to support students' collective sensemaking, in which they work together to understand a natural phenomenon. This work is often done during class discussions, but facilitating those discussions is challenging. In this study, we used a framework of three discussion types to investigate how…

While scholars emphasize the importance of dialogic talk in fostering students' critical thinking, collaborative learning, and literacy, it remains rare in classroom practice. To better understand students' perspectives on motivations and hindrances for engaging in such discussions, this mixed methods study analyzes 693 survey responses from…

Classroom discourse is an essential vehicle through which teaching and learning take place. Assessing different characteristics of discursive practices and linking them to student learning achievement enhances the understanding of teaching quality. Traditional assessments rely on manual coding of classroom observation protocols, which is…