Fostering Engagement and Critical Thinking: An Action Research Study in a Middle School Social Science Classroom
20.500.14069/1079
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127 |
64 |
340 |
0.37 |
0.19 |
| May 2026 |
7 |
| Jun 2026 |
12 |
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5 |
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0 |
| Sep 2026 |
3 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
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0 |
| Jun 2026 |
12 |
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2 |
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0 |
| Sep 2026 |
3 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
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| United Kingdom |
55 |
| China |
34 |
| Netherlands |
7 |
| Cuba |
6 |
| United States |
5 |
| Germany |
4 |
| 11 others |
19 |
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T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses
20.500.14069/44
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209 |
131 |
1315 |
0.16 |
0.10 |
| May 2026 |
5 |
| Jun 2026 |
6 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
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| May 2026 |
8 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| United Kingdom |
93 |
| Canada |
41 |
| Ireland |
18 |
| China |
16 |
| Switzerland |
8 |
| Japan |
7 |
| 11 others |
29 |
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Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development
20.500.14069/32
|
491 |
420 |
1496 |
0.33 |
0.28 |
| May 2026 |
24 |
| Jun 2026 |
11 |
| Jul 2026 |
8 |
| Aug 2026 |
3 |
| Sep 2026 |
5 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| May 2026 |
30 |
| Jun 2026 |
22 |
| Jul 2026 |
7 |
| Aug 2026 |
4 |
| Sep 2026 |
12 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| United Kingdom |
349 |
| Ireland |
24 |
| Canada |
16 |
| China |
16 |
| United States |
16 |
| Belgium |
12 |
| 26 others |
65 |
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Peer Dialogue as a Pedagogic Tool in Foundation Year Study
20.500.14069/1027
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149 |
84 |
390 |
0.38 |
0.22 |
| May 2026 |
6 |
| Jun 2026 |
10 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
8 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
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| May 2026 |
5 |
| Jun 2026 |
5 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
5 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
69 |
| Ireland |
33 |
| Netherlands |
7 |
| United States |
6 |
| China |
5 |
| Belgium |
4 |
| 16 others |
25 |
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Can whole class discussion effectively prompt self-reflection on personal opinions? A T-SEDA inquiry in Québec
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174 |
75 |
994 |
0.18 |
0.08 |
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
4 |
| Aug 2026 |
5 |
| Sep 2026 |
5 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
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| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
3 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
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| United Kingdom |
53 |
| Canada |
38 |
| China |
27 |
| United States |
8 |
| Australia |
5 |
| Switzerland |
5 |
| 16 others |
40 |
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Supporting EFL Classroom Interaction with a Dialogic Coding Framework
20.500.14069/778
|
340 |
206 |
690 |
0.49 |
0.30 |
| May 2026 |
4 |
| Jun 2026 |
11 |
| Jul 2026 |
10 |
| Aug 2026 |
8 |
| Sep 2026 |
5 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
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| May 2026 |
13 |
| Jun 2026 |
5 |
| Jul 2026 |
6 |
| Aug 2026 |
6 |
| Sep 2026 |
4 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| Turkey |
163 |
| United Kingdom |
67 |
| China |
19 |
| Algeria |
15 |
| United States |
15 |
| Japan |
12 |
| 18 others |
49 |
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Exploring Self-Regulated and Co-Regulated Learning through Dialogue in Primary Physical Education: A T-SEDA Analysis of Game-based Activities
20.500.14069/1401
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136 |
77 |
127 |
1.07 |
0.61 |
| May 2026 |
0 |
| Jun 2026 |
36 |
| Jul 2026 |
63 |
| Aug 2026 |
14 |
| Sep 2026 |
9 |
| Oct 2026 |
14 |
| Nov 2026 |
0 |
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| May 2026 |
0 |
| Jun 2026 |
6 |
| Jul 2026 |
41 |
| Aug 2026 |
7 |
| Sep 2026 |
12 |
| Oct 2026 |
9 |
| Nov 2026 |
2 |
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| Japan |
109 |
| United Kingdom |
20 |
| Ghana |
5 |
| Germany |
2 |
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Helping children of different abilities to explain their reasoning and build on ideas in mathematics
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|
235 |
130 |
1515 |
0.16 |
0.09 |
| May 2026 |
23 |
| Jun 2026 |
7 |
| Jul 2026 |
1 |
| Aug 2026 |
6 |
| Sep 2026 |
5 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
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| May 2026 |
12 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
5 |
| Sep 2026 |
5 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
149 |
| Japan |
27 |
| United States |
14 |
| Australia |
11 |
| China |
6 |
| Czechia |
5 |
| 11 others |
27 |
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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?
20.500.14069/41
|
187 |
164 |
1456 |
0.13 |
0.11 |
| May 2026 |
8 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
2 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
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| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
6 |
| Sep 2026 |
19 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
102 |
| Ireland |
10 |
| United States |
10 |
| Canada |
8 |
| Pakistan |
8 |
| Hong Kong |
6 |
| 19 others |
41 |
|
In what ways does dialogic listening impact the ability to sustain dialogue?
20.500.14069/21
|
122 |
99 |
1515 |
0.08 |
0.07 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
11 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
70 |
| Ireland |
10 |
| Canada |
8 |
| China |
7 |
| United States |
7 |
| Brazil |
3 |
| 11 others |
18 |
|
Using the T-SEDA dialogic approach in ‘Introduction to Teaching Profession’ classes in Nigerian Higher Education
20.500.14069/1338
|
83 |
34 |
200 |
0.41 |
0.17 |
| May 2026 |
15 |
| Jun 2026 |
9 |
| Jul 2026 |
2 |
| Aug 2026 |
8 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
35 |
| Ireland |
24 |
| Belgium |
6 |
| Nigeria |
6 |
| Indonesia |
5 |
| Japan |
3 |
| 5 others |
7 |
|
An Investigation into Open-Ended Student Dialogue in an Object-Oriented Year 3/4 See-Think-Wonder Assembly
20.500.14069/1296
|
156 |
74 |
269 |
0.58 |
0.28 |
| May 2026 |
3 |
| Jun 2026 |
15 |
| Jul 2026 |
17 |
| Aug 2026 |
21 |
| Sep 2026 |
6 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
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| May 2026 |
1 |
| Jun 2026 |
14 |
| Jul 2026 |
13 |
| Aug 2026 |
10 |
| Sep 2026 |
1 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| United Kingdom |
149 |
| United States |
16 |
| Australia |
5 |
| Canada |
5 |
| Belgium |
3 |
| Brazil |
3 |
| 12 others |
17 |
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Finders keepers? Exploring reasoning and respectful challenge in museum-based dialogue with primary students
20.500.14069/995
|
165 |
148 |
445 |
0.37 |
0.33 |
| May 2026 |
9 |
| Jun 2026 |
8 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
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| May 2026 |
6 |
| Jun 2026 |
7 |
| Jul 2026 |
4 |
| Aug 2026 |
9 |
| Sep 2026 |
1 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
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| United Kingdom |
110 |
| Japan |
11 |
| China |
9 |
| Ireland |
9 |
| United States |
8 |
| Netherlands |
7 |
| 10 others |
13 |
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Encouraging Broader Ways of Talking About Animals and Nature: An Inquiry into Open-Ended Dialogue through Museum Collections with Year 2 Students
20.500.14069/1314
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108 |
38 |
241 |
0.45 |
0.16 |
| May 2026 |
6 |
| Jun 2026 |
6 |
| Jul 2026 |
3 |
| Aug 2026 |
3 |
| Sep 2026 |
2 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
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| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
95 |
| United States |
4 |
| Canada |
3 |
| Bulgaria |
2 |
| Greece |
1 |
| Italy |
1 |
| 3 others |
3 |
|
How do physics students respond to a more dialogic approach?
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|
151 |
128 |
1558 |
0.10 |
0.08 |
| May 2026 |
8 |
| Jun 2026 |
5 |
| Jul 2026 |
0 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
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| May 2026 |
9 |
| Jun 2026 |
6 |
| Jul 2026 |
1 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United Kingdom |
92 |
| Japan |
18 |
| Ireland |
10 |
| United States |
7 |
| China |
5 |
| Germany |
4 |
| 10 others |
17 |
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児童の探究の質を深めるための教育対話分析 ―総合的な学習の時間における教師の対話― Teacher’s Dialogue to Deepen Pupils’ Inquiry in Integrated Studies Lessons
20.500.14069/1297
|
96 |
20 |
266 |
0.36 |
0.08 |
| May 2026 |
12 |
| Jun 2026 |
15 |
| Jul 2026 |
17 |
| Aug 2026 |
2 |
| Sep 2026 |
3 |
| Oct 2026 |
14 |
| Nov 2026 |
0 |
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| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
9 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| Japan |
71 |
| United Kingdom |
22 |
| United States |
4 |
| Netherlands |
3 |
| Belgium |
1 |
| Hong Kong |
1 |
|
How can microblogging be used to facilitate an online community of practice and increase dialogic thinking?
20.500.14069/43
|
150 |
174 |
1345 |
0.11 |
0.13 |
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
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| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
5 |
| Sep 2026 |
3 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| United Kingdom |
82 |
| Ireland |
14 |
| Belgium |
7 |
| United States |
7 |
| Canada |
5 |
| Netherlands |
5 |
| 14 others |
30 |
|
Does the use of sentence stems help students invite their peers to make their reasoning explicit?
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|
499 |
602 |
1558 |
0.32 |
0.39 |
| May 2026 |
54 |
| Jun 2026 |
14 |
| Jul 2026 |
9 |
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13 |
| Sep 2026 |
6 |
| Oct 2026 |
12 |
| Nov 2026 |
0 |
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| May 2026 |
55 |
| Jun 2026 |
17 |
| Jul 2026 |
9 |
| Aug 2026 |
12 |
| Sep 2026 |
6 |
| Oct 2026 |
11 |
| Nov 2026 |
0 |
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| United Kingdom |
348 |
| United States |
77 |
| Australia |
32 |
| Ireland |
13 |
| Germany |
8 |
| Canada |
6 |
| 12 others |
24 |
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Enhancing Students’ Learning Outcomes through Justifying and Guiding Strategies in Classroom Dialogue
20.500.14069/1312
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74 |
33 |
250 |
0.30 |
0.13 |
| May 2026 |
12 |
| Jun 2026 |
3 |
| Jul 2026 |
11 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
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| May 2026 |
7 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
36 |
| China |
18 |
| United States |
6 |
| Australia |
3 |
| India |
2 |
| Uruguay |
2 |
| 7 others |
7 |
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