Konteh, Maliki (2025) Using oracy to improve disadvantaged student attitudes, engagement, and reasoning https://hdl.handle.net/20.500.14069/898 [United Kingdom]
Morrison, Holly; Evans, Rosanna; Strawbridge, Jacqui (2025) Finders keepers? Exploring reasoning and respectful challenge in museum-based dialogue with primary students https://hdl.handle.net/20.500.14069/995 [United Kingdom]
Boissard, Bénédicte; Audet, Geneviève (2024) Can whole class discussion effectively prompt self-reflection on personal opinions? A T-SEDA inquiry in Québec https://hdl.handle.net/20.500.14069/446 [Canada]
Wazzan, Mohammad Musaab (2024) Supporting EFL Classroom Interaction with a Dialogic Coding Framework https://hdl.handle.net/20.500.14069/778 [Turkey]
Boissard, Bénédicte; Bellefleur, Mélanie; Fleury, Patricia (2023) T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses https://hdl.handle.net/20.500.14069/44 [Canada]
Feliciani, Karolyn (2023) How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? https://hdl.handle.net/20.500.14069/43 [Pakistan]
West, Rachel (2022) How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board? https://hdl.handle.net/20.500.14069/41 [United States of America]
Connolly, Liam (2022) Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development https://hdl.handle.net/20.500.14069/32 [United Kingdom]
Monks, Julia (2021) Helping children of different abilities to explain their reasoning and build on ideas in mathematics https://hdl.handle.net/20.500.14069/20 [United Kingdom]
Whittington, Lucy (2021) In what ways does dialogic listening impact the ability to sustain dialogue? https://hdl.handle.net/20.500.14069/21 [United Kingdom]
Maas, Francine (2021) How can critical thinking best be developed in adolescents through a dialogic classroom approach? https://hdl.handle.net/20.500.14069/22 [United Kingdom]
Breward Butler, Jacob (2021) How do physics students respond to a more dialogic approach? https://hdl.handle.net/20.500.14069/14 [United Kingdom]
Cestonaro Laurent, Delphine (2021) Does the use of sentence stems help students invite their peers to make their reasoning explicit? https://hdl.handle.net/20.500.14069/13 [United Kingdom]