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Towards a comprehensive pedagogical theory to inform lesson study: an editorial review [PDF]

, 2015
Purpose: This editorial review takes its agenda from issues about the meaning and use of variation theory in the context of Lesson Study, which have already been raised in previous issues of the journal.
Elliott, John
core   +1 more source

Exploring the Relationship Between Self-Regulated Learning and Reflection in Teacher Education [PDF]

, 2013
Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”.
Buzza, Dawn, Johnston, Megan E., Kotsopoulos, Donna, Mueller, Julie   +3 more
core   +2 more sources

Employing culturally responsive pedagogy to foster literacy learning in schools [PDF]

, 2017
 In recent years it has become increasingly obvious that, to enable students in schools from an increasingly diverse range of cultural backgrounds to acquire literacy to a standard that will support them to achieve academically, it is important to adopt ...
Adams D., Adams M. J., Alexander R., Applebee A. N., Bakhtin M. M., Bishop R., Bruner J., Cohen A. P., Cole M., Duranti A., Dyson A. H., Ford T., Gay G., Glynn T., Glynn T., Gonzalez N., Goodman K. S., Gregory E., Kozulin A., Leont’ev A. N., Littleton K., Loewen J. W., Newman D., Robinson V., Sleeter C., Stanovich K., Topping K., Vygotsky L., Vygotsky L. S., Vygotsky L. S., Wearmouth J., Wearmouth J., Wearmouth J., Wearmouth J., Wertsch J. V., Wertsch J. V., Williams A.   +36 more
core   +2 more sources

Dialogic feedback in online teaching

ASCILITE Publications, 2023
Effective feedback requires a dynamic two-way process in which both teachers and students engage actively in dialogue. Online teaching has been widely adopted in education since COVID-19 pandemic; yet limited studies have explored the implications for dialogic feedback.
Ana Hibert, Michael Phillips, Dragan Gaševic, Nataša Pantic, Justine MacLean, Yi-Shan Tsai   +5 more
openaire   +1 more source

Values in dialogic pedagogy

Dialogic Pedagogy, 2015
In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values?
Eugene Matusov, Jay Lemke
doaj   +1 more source

Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquirybased teaching

Nordina: Nordic Studies in Science Education, 2012
Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of conducting science, in addition to ...
Sami Lehesvuori, Ilkka Ratinen, Otto Kulhomäki, Jousia Lappi, Jouni Viiri   +4 more
doaj   +1 more source

Effective primary pedagogical strategies in English and mathematics in key stage 2: a study of year 5 classroom practice drawn from the EPPSE 3-16 longitudinal study [PDF]

, 2011
Reference:DFE-RR129 Publication Type: Research Audience: Researchers, Statisticians, Teachers The Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) project is a large scale, longitudinal, mixed-method research study ...
Melhuish, Edward, Sammons, Pam, Shepherd, Donna-Lynn, Siraj-Blatchford, Iram, Sylva, Kathy, Taggart, Brenda   +5 more
core   +1 more source

Dialogic teaching

, 2023
Across the curriculum, dialogic teaching has been advocated for in educational research and practice for decades, and the field has steadily grown. This chapter links the ideals and aims of dialogic teaching with the conception of Bildung in cross-disciplinary teaching.
openaire   +2 more sources

LEVELS OF REFLECTION IN EFL PRE-SERVICE TEACHERS’ TEACHING JOURNAL

Indonesian Journal of Applied Linguistics, 2017
This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching.
Sitti Nurfaidah, Nenden Sri Lengkanawati, Didi Sukyadi   +2 more
doaj   +1 more source

Towards Deep Learning in Online Courses: A Case Study in Cross-Pollinating Universal Design for Learning and Dialogic Teaching

Journal of the Scholarship of Teaching and Learning
This article presents a case study of an online course that cross-pollinated Universal Design for Learning (UDL) and dialogic teaching to facilitate deep learning.
Qiongli Zhu, Sarfaroz Niyozov
doaj   +5 more sources