We report on a study bearing implications for ethical learning in schoolchildren during social interaction. The study was conducted as part of a project aimed at promoting ethical learning of socially-oriented values within the context of dialogic education. 172 fourth graders from 7 classes participated in an 8-session series designed to foster…

This paper discusses germane questions of English language teaching and learning in a non-elite Chinese university. Informed by Freire's critical pedagogical philosophy, we explore how the English reading classroom in China can provide students with meaningful opportunities to enhance their collective intercultural awareness in multicultural…

This article provides an account of a yarn between a First Nations Australian researcher and an Anglo-Celtic Australian researcher about the future of writing curriculum in subject English education, if school in its current settler-colonial form were to be abolished and completely re-imagined. Yarning is an Indigenous research method evolving…

While environmental education has been present in the field of education for decades now, only recently our particular subject areas of science and geography have started to pay more critical attention to specific concerns surrounding the intersection of environmental issues and social justice (also known as environmental justice) within the…

What ethical and political considerations does zine-making raise in teaching and learning across knowledge systems and artful expression? This question guides the critical dialogue about a research project on teaching sustainability through traditional proverbs from Malaysia and Kazakhstan within a zine-making workshop in a UK university. Merging…

In this article we examine the book "El estudio de la naturaleza en la escuela" by the Danish pedagogue Vilhelm Rasmussen (1869-1939), published by Editorial Labor in Barcelona in 1933, and its influence on the pedagogical standpoint of Margarita Comas Camps (1892-1972). Comas, who translated the book into Spanish, was a member of the…

This guide, developed by the American Psychological Association's Coalition for Psychology in Schools and Education and Ethics Committee is designed for educators and includes a self-assessment for students ages 12 to 18 to reflect on and improve their civil discourse skills. The tool targets five values related to civil discourse and their…

Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of…

Research on parent-child shared book reading (SBR) has focused primarily on a single reading of a book and on the reading of the text itself. Yet parents often repeatedly read the same book to their child and continue to converse after the book is finished. Using Bruner's dual-landscape model as a theoretical basis, this study explored the…

The paper represents a fragment of a multi-year project focused on everyday speech interaction and, particularly, on verbal mechanisms of granting speech efficiency and effectiveness. The introductory statement of the research is more precise the speaker organizes his/her message verbally, the easier it is understood by the listener. Special…

Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and counterargument integration in students' essays. However, the potential of dialogic activities may be increased if they are combined with instructional practices. The primary…

This study explored students' perceived course quality and instructor effectiveness as a function of course structure, dialogue/interaction, and learner autonomy in an online learning environment. Using Moore's (1993) theory of Transactional Distance (TD) as a conceptual framework, the researcher collected data from postsecondary learners (N =…

The aim of this study is to explore how aspects of dialogic teaching are concretized in classrooms to fill the gap between educational rhetoric and classroom practices. A central competency needed in our time is the ability to participate in democratic dialogue. Education for democratic citizenship can be connected to the notion of "becoming…

This study investigated how student teachers on a Scottish teacher education programme learn by reflecting on professional dialogue experiences. Reflection on one's own experiences and practices is at the heart of all activities that teachers do. By linking professional dialogue with reflective practice, we examined factors that contribute to…

As technology continues to change human interactions, it has become increasingly important to create computer supported collaborative learning (CSCL) environments that enhance perspective taking to support constructive groupwork. To meet these aims, this study examined perspective taking before and after a social annotation activity that…