| How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? |
20.500.14069/43 |
149 |
162 |
1289 |
0.12 |
0.13 |
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5 |
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6 |
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1 |
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3 |
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2 |
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2 |
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3 |
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1 |
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1 |
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3 |
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5 |
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0 |
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82 |
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14 |
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7 |
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7 |
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5 |
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5 |
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29 |
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| How do physics students respond to a more dialogic approach? |
20.500.14069/14 |
147 |
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1502 |
0.10 |
0.08 |
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0 |
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1 |
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8 |
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5 |
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0 |
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0 |
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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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91 |
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18 |
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10 |
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7 |
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5 |
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4 |
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14 |
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| Helping children of different abilities to explain their reasoning and build on ideas in mathematics |
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1459 |
0.16 |
0.08 |
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17 |
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19 |
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23 |
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7 |
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1 |
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8 |
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22 |
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12 |
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2 |
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0 |
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5 |
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0 |
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144 |
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27 |
| United States |
14 |
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10 |
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6 |
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5 |
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26 |
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| In what ways does dialogic listening impact the ability to sustain dialogue? |
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1459 |
0.08 |
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0 |
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7 |
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2 |
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1 |
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0 |
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1 |
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0 |
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6 |
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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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70 |
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10 |
| Canada |
8 |
| China |
7 |
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7 |
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3 |
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17 |
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| An Investigation into Open-Ended Student Dialogue in an Object-Oriented Year 3/4 See-Think-Wonder Assembly |
20.500.14069/1296 |
143 |
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213 |
0.67 |
0.31 |
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39 |
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16 |
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3 |
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15 |
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17 |
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21 |
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0 |
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14 |
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6 |
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1 |
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14 |
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13 |
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10 |
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0 |
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142 |
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16 |
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4 |
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3 |
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3 |
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3 |
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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 |
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1400 |
0.13 |
0.11 |
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4 |
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1 |
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8 |
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2 |
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1 |
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3 |
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0 |
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6 |
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5 |
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2 |
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1 |
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0 |
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6 |
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18 |
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| United Kingdom |
99 |
| Ireland |
10 |
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10 |
| Canada |
8 |
| Pakistan |
8 |
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6 |
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40 |
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| Does the use of sentence stems help students invite their peers to make their reasoning explicit? |
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1502 |
0.32 |
0.39 |
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33 |
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101 |
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54 |
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14 |
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9 |
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13 |
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0 |
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38 |
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113 |
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55 |
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17 |
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9 |
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12 |
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1 |
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341 |
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69 |
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30 |
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13 |
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7 |
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6 |
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24 |
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| Finders keepers? Exploring reasoning and respectful challenge in museum-based dialogue with primary students |
20.500.14069/995 |
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389 |
0.42 |
0.36 |
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12 |
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16 |
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9 |
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8 |
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1 |
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2 |
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0 |
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34 |
| Apr 2026 |
14 |
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6 |
| Jun 2026 |
7 |
| Jul 2026 |
4 |
| Aug 2026 |
9 |
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0 |
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110 |
| Japan |
11 |
| China |
9 |
| Ireland |
9 |
| United States |
8 |
| Netherlands |
7 |
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11 |
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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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33 |
185 |
0.55 |
0.18 |
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76 |
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9 |
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6 |
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6 |
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3 |
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3 |
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0 |
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24 |
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3 |
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2 |
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2 |
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2 |
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0 |
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0 |
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92 |
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2 |
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2 |
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2 |
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1 |
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1 |
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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 |
113 |
54 |
71 |
1.59 |
0.76 |
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0 |
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0 |
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0 |
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36 |
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63 |
| Aug 2026 |
14 |
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0 |
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0 |
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0 |
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0 |
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6 |
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41 |
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7 |
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0 |
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90 |
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16 |
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5 |
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2 |
|
| Fostering Engagement and Critical Thinking: An Action Research Study in a Middle School Social Science Classroom |
20.500.14069/1079 |
122 |
58 |
284 |
0.43 |
0.20 |
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8 |
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8 |
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7 |
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12 |
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5 |
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0 |
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0 |
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2 |
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6 |
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0 |
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12 |
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2 |
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0 |
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0 |
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55 |
| China |
34 |
| Netherlands |
7 |
| Cuba |
6 |
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4 |
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3 |
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16 |
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| Using the T-SEDA dialogic approach in ‘Introduction to Teaching Profession’ classes in Nigerian Higher Education |
20.500.14069/1338 |
82 |
31 |
144 |
0.57 |
0.22 |
| Mar 2026 |
0 |
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50 |
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15 |
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9 |
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2 |
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8 |
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1 |
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0 |
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13 |
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5 |
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7 |
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3 |
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3 |
| Sep 2026 |
0 |
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| United Kingdom |
35 |
| Ireland |
24 |
| Belgium |
6 |
| Nigeria |
6 |
| Indonesia |
5 |
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3 |
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6 |
|
| T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses |
20.500.14069/44 |
207 |
123 |
1259 |
0.16 |
0.10 |
| Mar 2026 |
3 |
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3 |
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5 |
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6 |
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0 |
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1 |
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0 |
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2 |
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3 |
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8 |
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3 |
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1 |
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3 |
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0 |
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93 |
| Canada |
40 |
| Ireland |
18 |
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16 |
| Switzerland |
8 |
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6 |
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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 |
479 |
403 |
1440 |
0.33 |
0.28 |
| Mar 2026 |
43 |
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49 |
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24 |
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11 |
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8 |
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3 |
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0 |
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32 |
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42 |
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30 |
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22 |
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7 |
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4 |
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4 |
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340 |
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24 |
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16 |
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16 |
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16 |
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12 |
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62 |
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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 |
79 |
10 |
210 |
0.38 |
0.05 |
| Mar 2026 |
10 |
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5 |
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12 |
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15 |
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17 |
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2 |
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0 |
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0 |
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0 |
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0 |
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0 |
| Jul 2026 |
9 |
| Aug 2026 |
1 |
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0 |
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| Japan |
56 |
| United Kingdom |
21 |
| Netherlands |
3 |
| United States |
3 |
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1 |
| Hong Kong |
1 |
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| Peer Dialogue as a Pedagogic Tool in Foundation Year Study |
20.500.14069/1027 |
140 |
77 |
334 |
0.42 |
0.23 |
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3 |
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4 |
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6 |
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10 |
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1 |
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1 |
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0 |
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3 |
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3 |
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5 |
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5 |
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1 |
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3 |
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0 |
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| United Kingdom |
67 |
| Ireland |
33 |
| Netherlands |
7 |
| United States |
5 |
| Belgium |
4 |
| China |
4 |
| 11 others |
20 |
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| Can whole class discussion effectively prompt self-reflection on personal opinions? A T-SEDA inquiry in Québec |
20.500.14069/446 |
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66 |
938 |
0.17 |
0.07 |
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1 |
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8 |
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3 |
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4 |
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0 |
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1 |
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6 |
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1 |
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0 |
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2 |
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3 |
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0 |
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53 |
| Canada |
33 |
| China |
27 |
| United States |
6 |
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5 |
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5 |
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37 |
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| Enhancing Students’ Learning Outcomes through Justifying and Guiding Strategies in Classroom Dialogue |
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25 |
194 |
0.36 |
0.13 |
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9 |
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4 |
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12 |
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3 |
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11 |
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3 |
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0 |
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3 |
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8 |
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7 |
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2 |
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2 |
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1 |
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0 |
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36 |
| China |
16 |
| United States |
6 |
| Australia |
3 |
| India |
2 |
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2 |
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5 |
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| Supporting EFL Classroom Interaction with a Dialogic Coding Framework |
20.500.14069/778 |
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196 |
634 |
0.53 |
0.31 |
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14 |
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8 |
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4 |
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11 |
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10 |
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8 |
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6 |
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5 |
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13 |
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5 |
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6 |
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6 |
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0 |
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| Turkey |
162 |
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67 |
| China |
19 |
| Algeria |
15 |
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14 |
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12 |
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49 |
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