Results 101 to 110 of about 87,241 (305)

Dialogic feedback in English Language Teaching (ELT): Modalities, outcomes, and research trends

English Language Teaching Educational Journal
This systematic literature review examines dialogic feedback research in English Language Teaching (ELT) based on 23 empirical studies published between 2010 and 2025.
Ani Susanti, Tengku Intan Suzila Tengku Sharif, Alex Masardo   +2 more
doaj   +1 more source

Socio-constructivist pedagogy in physical and virtual spaces: the impacts and opportunities on dialogic learning in creative disciplines

Architecture_MPS, 2022
The process and outcomes of the design studio are extensively communicated through visual means. However, notwithstanding such tangible manifestations of learning, design education is characterised by dialogue, the discussions in studio between tutors ...
doaj   +2 more sources

A teaching experiment to foster the conceptual understanding of multiplication based on children's literature to facilitate dialogic learning [PDF]

, 2005
The importance of conceptual understanding as opposed to low-level procedural knowledge in mathematics has been well documented (Hiebert & Carpenter, 1992). Development of conceptual understanding of multiplication is fostered when students recognise the
Proctor, Romina M. J., Worlley, Amanda
core  

Young people's occupational aspirations beyond the aspiration discourse: A sociocultural perspective

British Educational Research Journal, EarlyView.
Abstract Young people's aspirations have been the focus of many educational, sociological and psychological studies. This paper argues, firstly, that the concept of aspirations holds greater generative potential than suggested by the policy‐oriented ‘aspiration discourse’.
Jelena Popov
wiley   +1 more source

‘A double‐edged tool’: A psychological needs perspective of generative AI and postgraduate international students' engagement in UK higher education

British Educational Research Journal, EarlyView.
Abstract The integration of generative artificial intelligence (generative AI) in higher education is reshaping student engagement, yet its impact on postgraduate international students remains underexplored. This study examines how generative AI shapes postgraduate international students' engagement through a psychological needs perspective.
Olatunji David Adekoya, Hakeem Adeniyi Ajonbadi, Chima Mordi, Peculiar Samuel, Hoang Nguyen   +4 more
wiley   +1 more source

The dialogic presentation as a more compassionate approach

Journal of Learning Development in Higher Education
Presentations are a common means of communication worldwide with learners expected to carry out presentations as a means to disseminate academic knowledge (Tsang, 2020).
Laura Dyer
doaj   +1 more source

Reclaiming the secular: developing dialogic skills for a post-secular society [PDF]

, 2019
This research paper addresses secularization from both political and religious perspectives. One of its manifestations in the political sphere is that of globalization that can lead to alienation within society; and in the United Kingdom this is ...
Luby, Antony
core   +1 more source

‘Sometimes, I would look at my books and cry because I felt like I was left behind’: Understanding the learning of Indigenous girls during the COVID‐19 pandemic in the districts of Chongwe and Solwezi in Zambia

British Educational Research Journal, EarlyView.
Abstract Grounded in principles of epistemic justice, this article examines the educational impacts of Zambia's COVID‐19 school closures on Indigenous girls in two districts and highlights community‐led pathways for resilience. National responses prioritised broadcast and digital delivery but presupposed access to electricity, digital devices and ...
Marcellus Forh Mbah, Leigh Jarvis, Ane Turner Johnson, Chidi Ezegwu, Priscillah Nsama, Austine Nakanga   +5 more
wiley   +1 more source

DIALOGIC INTERACTIVE SPEAKING SKILLS ASSESSMENT IN THE EXPERIENTIAL TEACHING OF TECHNICAL ENGLISH TO TERTIARY SCHOOL STUDENTS

Novìtnâ Osvìta, 2019
The article discusses the outcomes of the research on dialogic interactive skills assessment in teaching Technical English to tertiary school students. The authors propose to implement dialogic collaborative interaction as both the medium of instruction
Olesia Liubashenko, Zoia Kornieva
doaj   +1 more source

Beyond standardisation, subjects and syllabi: How primary schools organise for arts richness in an era of curriculum reform

British Educational Research Journal, EarlyView.
Abstract As England embarks on its first comprehensive curriculum review in fifteen years, this paper offers critical insights from schools that sustained arts‐rich provision despite a policy landscape hostile to creative subjects. Drawing on data from the Researching Arts‐rich Primary Schools (RAPS) project—a mixed‐methods study of 76 arts‐rich ...
Pat Thomson, Christine Hall
wiley   +1 more source