Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools
Dados Bibliográficos
| ID | 21577541 |
|---|---|
| Autores | Yujing Ni (Chinese University of Hong Kong, autor correspondente), Lian Shi (Chinese University of Hong Kong), Alan Cheung (0000-0002-9013-1586, Chinese University of Hong Kong), Gaowei Chen (0000-0002-6847-4013, University of Hong Kong), Oi-Lam Ng (0000-0003-3736-7845, Chinese University of Hong Kong), Jinfa Cai (0000-0002-0501-3826, University of Delaware) |
| Ano | 2021 |
| Volume | 107 |
| Páginas | 101758 |
| Data de publicação | 2021-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Educational Research (JOURNAL) |
| Identificadores do periódico | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2021.101758 |
| OpenAlex | W3143007142 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 55 |
Dialogic · Mathematics education · Medical education · Pedagogy · Professional development · Mathematics Education and Teaching Techniques · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
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Exploring the relationship between teacher talk supports and student engagement from the perspective of students’ perceived care
Investigating the dialogic patterns of mathematics lessons in different stages of education
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Words and Minds
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Conceptualizing Talk Moves as Tools
Measures of Effect Size for Comparative Studies
Dialogue in the Classroom
Relationships of Knowledge and Practice
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How Does Professional Development Improve Teaching?
Student Thought and Classroom Language
Effects of a classroom discourse intervention on teachers' practice and students' motivation to learn mathematics and science
What teachers say and do to support students' autonomy during a learning activity.
Guiding Principles for Fostering Productive Disciplinary Engagement
Conceptualizing Teacher Professional Learning
Engaging with others’ mathematical ideas
Classroom dialogue
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction
Orchestrating Productive Mathematical Discussions
Distribution Theory for Glass's Estimator of Effect size and Related Estimators
Calculating and reporting effect sizes to facilitate cumulative science
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Designing and Validating a Coding Scheme for Analysis of Teacher Discourse Behaviours in Mathematics Classrooms
Explaining the dialogic processes of teaching and learning
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When Is Dialogue ‘Dialogic’
Text within a Text
Teacher professional development as a means of transforming student classroom talk
Developing and supporting implementation of a dialogic pedagogy in primary schools in England
Ready for take-off? The relation between teaching behavior and teaching experience of Dutch beginning primary school teachers with different educational backgrounds
Teacher learning in Lesson Study
Appropriating Tools for Teaching English
Questions in Time
From moves to sequences
Deliberative Discourse Idealized and Realized
Professional Development and Teacher Learning
Improving Impact Studies of Teachers' Professional Development
Words and Minds
A sequential analysis of classroom discourse in Italian primary schools
Content Knowledge for Teaching
Core Practices and Pedagogies of Teacher Education
Keeping It Complex
Towards an analysis of discourse
| Obras citantes distintas | 6 |
|---|---|
| Citações por ano | 2 |
| Intervalo de citações | 2023 - 2026 (4) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 6 |