Higher education is today characterised by increasing student groups and high pressure on teaching staff. In these circumstances, it may be difficult to provide appropriate scaffolding of activities that many students find challenging, for example, academic discipline-specific writing. It also align such support with principles associated effective learning. this paper, we present the design ba...

This study evaluates whether teachers of the deaf use dialogic reading techniques during authentic literature experiences.

Dialogic argumentation is a crucial component in many computational domains, and forms a core component of argumentation theory. This paper compares two approaches to dialogue that have grown from two different disciplines; the descriptive–normative approach of applied philosophy, and the formal, implemented approach of computer science. The commonalities between the approaches are explored in ...

This paper reports the design of an introductory probability module intended for implementation at scale within the English educational system. It forms part of the epiSTEMe programme of redesign research aimed at improving the teaching and learning of mathematics and science at early-secondary level. The approach taken by the module is informed by the research literatures on effective teaching...

This article explores the challenges presented by the mandate for evidence-based practice for family therapists who identify with the philosophical stance of social construction. The history of psychotherapy outcome research is reviewed, as are current findings that provide empirical evidence for an engaged, dialogic practice. The authors suggest that the binary between empiricism and social co...

Few, if any, studies have investigated the effect of professional experience as a rater variable and type of assessment as a task variable on raters’ criteria in the assessment of speech acts. This study aimed to explore the impact of nonnative teachers’ professional experience on the use of criteria in monologic and dialogic assessment of 12 role-plays of 3 apology speech acts. To this end, 60...

few, if any, studies have investigated the effect of professional experience as a rater variable and type of assessment as a task variable on raters’ criteria in the assessment of speech acts. this study aimed to explore the impact of nonnative teachers’ professional experience on the use of criteria in monologic and dialogic assessment of 12 role-plays of 3 apology speech acts. to this end, 60...

I treat the dynamics of interorganizational collaboration from a dialogue perspective. This extends the ‘exploitative’ and ‘explorative’ approaches that currently define scholarship on interorganizational collaboration. A dialogue perspective is argued to be particularly useful in understanding interorganizational efforts to tackle systemic issues that are technically as well as behavio...