Ruth Kershner
Biographic Data
| ID | 6508606 |
|---|---|
| NAME | Ruth Kershner |
| GIVEN NAMES | Ruth |
| FAMILY NAME | Kershner |
| SIGNATURE | KERSHNER R |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0002-4083-7169 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue
This study examines the process and considerations involved in translation by educational practitioners of a teacher professional development resource from English to eight languages (Arabic, Chinese, Dutch, French, Hebrew, Italian, Japanese, and Spanish). The Toolkit for Systematic Dialogue Analysis (T-SEDA) is an open-access resource designed for practitioners interested in developing dialogic teaching practice through systematic inquiry. The t…
Developing dialogic classroom practices through supporting professional agency
Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. C…
Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability
Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and educators to set goals and make plans to achieve them. Yet the quality of these interactions has been little stud…
‘Wait, let's just think about this’
The Cambridge Primary Review Research Surveys
Co-teaching as a context for teachers' professional learning and joint knowledge construction
Making decisions about organising the primary classroom environment as a context for learning
Co-teaching as a context for teachers' professional learning and joint knowledge construction
Developing dialogic classroom practices through supporting professional agency
Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. C…
Making decisions about organising the primary classroom environment as a context for learning
Making decisions about organising the primary classroom environment as a context for learning
The Cambridge Primary Review Research Surveys
Co-teaching as a context for teachers' professional learning and joint knowledge construction
‘Wait, let's just think about this’
Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability
Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and educators to set goals and make plans to achieve them. Yet the quality of these interactions has been little stud…
Developing dialogic classroom practices through supporting professional agency
Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. C…
Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue
This study examines the process and considerations involved in translation by educational practitioners of a teacher professional development resource from English to eight languages (Arabic, Chinese, Dutch, French, Hebrew, Italian, Japanese, and Spanish). The Toolkit for Systematic Dialogue Analysis (T-SEDA) is an open-access resource designed for practitioners interested in developing dialogic teaching practice through systematic inquiry. The t…
Computer Science (5 works) · Pedagogy (5 works) · Psychology (5 works) · Education and Technology Integration (3 works) · Mathematics education (3 works) · Professional development (3 works) · Sociology (3 works) · Collaborative Teaching and Inclusion (2 works) · Context (archaeology (2 works) · Teacher Education and Leadership Studies (2 works)