Results 61 to 70 of about 6,732 (218)
Dialogic Pedagogy, 2014 In September 2011 in Rome at the International Society for Cultural and Activity Research conference, Eugene Matusov (USA), Kiyotaka Miyazaki (Japan), Jayne White (New Zealand), and Olga Dysthe (Norway) organized a symposium on Dialogic Pedagogy ...
Eugene Matusov, Kiyotaka Miyazaki
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The quality of interaction with children in collective play: Children's agency
British Educational Research Journal, EarlyView.Abstract There is a growing body of studies on increasing the quality of infant–toddler education and care. Yet little attention has been directed towards how to bring toddlers' agency and perspective to their personally meaningful learning in collective play.
Liang Li
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Listening to Hong Kong children's perspectives through pretend play
British Educational Research Journal, EarlyView.Abstract Quality in early childhood education and care (ECEC) has become an increasing concern in recent years. The issue has been regularly discussed by different stakeholders. However, the rising concern regarding quality in ECEC has not seriously taken into account children's perspectives.
Suzannie K. Y. Leung
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British Educational Research Journal, EarlyView.Abstract To negotiate quality in early childhood education and care, we must ask from different perspectives what constitutes a good centre for children. The children themselves have only recently been identified as a resource to contribute to that discussion.
Katrin Macha +4 more
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London Review of EducationThis article draws from the authors’ exploration of an innovative third space approach to engaging students with informal learning through the use of co-design and co-creation, which sits outside traditional subject delivery spaces.
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From Constructivism to Dialogism in the Classroom. Theory and Learning Environments
International Journal of Educational Psychology, 2012 This paper discusses the move from learning theories from the industrial society to learning theories from and for dialogic societies. While in the past intrapsychological elements, such as mental schemata of prior knowledge, were the key to explain ...
Roseli R de Mello
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Activism as a long durée journey: Teachers against the Chilean neoliberal education model
British Educational Research Journal, EarlyView.Abstract In this paper, I use the idea of purposes of education, particularly subjectification, and the concept of love to explore long‐term teacher activism in Chile. ‘Long‐term activism’ is used to describe an ongoing struggle rather than activism confined to specific moments.
Carla Tapia‐Parada
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British Educational Research Journal, EarlyView.Abstract By skipping school for their cause, young climate strikers repeatedly demonstrated their priorities in 2019 and 2020. They regularly chose to sacrifice a day of their formal education in favour of collective action. This study asks what we can learn from the reflections of former youth strikers.
Loz J. Hennessy
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Creating space(s) for learning in prison: Developing an andragogical framework
British Educational Research Journal, EarlyView.Abstract Learning in prison is too often excluded from wider discussions of educational experiences, processes and impact. This paper proposes, for the first time, an iterative andragogical framework to conceptualise learning spaces within prison contexts.
Morwenna Bennallick +3 more
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Dialogic feedback in English Language Teaching (ELT): Modalities, outcomes, and research trends
English Language Teaching Educational JournalThis systematic literature review examines dialogic feedback research in English Language Teaching (ELT) based on 23 empirical studies published between 2010 and 2025.
Ani Susanti +2 more
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