How can critical thinking best be developed in adolescents through a dialogic classroom approach?
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1 |
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130 |
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14 |
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11 |
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11 |
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Finding your voice: A critical investigation, using approaches drawn from action research, into the use of dialogue and discussion to support A-Level students’ production of sophisticated academic writing
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0 |
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64 |
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17 |
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14 |
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6 |
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3 |
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3 |
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Assessing engagement with construction-based, structured-play activities designed for the teaching and learning of the language of metacognition in a primary Pupil Referral Unit
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1 |
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17 |
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3 |
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0 |
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255 |
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24 |
| Canada |
5 |
| Indonesia |
5 |
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4 |
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Using oracy to improve disadvantaged student attitudes, engagement, and reasoning
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7 |
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31 |
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4 |
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596 |
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26 |
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23 |
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17 |
| Qatar |
17 |
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67 |
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Assessment Literacy: A Metaphorical Approach
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107 |
0.31 |
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0 |
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0 |
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9 |
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8 |
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3 |
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3 |
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0 |
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21 |
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3 |
| Bulgaria |
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Helping children of different abilities to explain their reasoning and build on ideas in mathematics
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5 |
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2 |
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5 |
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5 |
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3 |
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0 |
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| United Kingdom |
149 |
| Japan |
27 |
| United States |
14 |
| Australia |
11 |
| China |
6 |
| Czechia |
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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?
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1456 |
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6 |
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19 |
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4 |
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0 |
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| United Kingdom |
102 |
| Ireland |
10 |
| United States |
10 |
| Canada |
8 |
| Pakistan |
8 |
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In what ways does dialogic listening impact the ability to sustain dialogue?
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11 |
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1 |
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1 |
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3 |
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0 |
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4 |
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0 |
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| United Kingdom |
70 |
| Ireland |
10 |
| Canada |
8 |
| China |
7 |
| United States |
7 |
| Brazil |
3 |
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How do physics students respond to a more dialogic approach?
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4 |
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9 |
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6 |
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1 |
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4 |
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0 |
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6 |
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0 |
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| United Kingdom |
92 |
| Japan |
18 |
| Ireland |
10 |
| United States |
7 |
| China |
5 |
| Germany |
4 |
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How can microblogging be used to facilitate an online community of practice and increase dialogic thinking?
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1345 |
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2 |
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1 |
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1 |
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3 |
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5 |
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3 |
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9 |
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0 |
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| United Kingdom |
82 |
| Ireland |
14 |
| Belgium |
7 |
| United States |
7 |
| Canada |
5 |
| Netherlands |
5 |
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Does the use of sentence stems help students invite their peers to make their reasoning explicit?
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602 |
1558 |
0.32 |
0.39 |
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54 |
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6 |
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55 |
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9 |
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12 |
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6 |
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11 |
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0 |
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| United Kingdom |
348 |
| United States |
77 |
| Australia |
32 |
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13 |
| Germany |
8 |
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