This study proposed a novel approach to classroom debates, in which chatbots that are able to engage in argumentative dialogues are adopted to facilitate students' debate preparation. The approach comprised three stages: first, students interacted with a chatbot named Argumate to help them generate ideas; second, students discussed the ideas with…

We study the experts' practices developed with the support of digital technologies (DT), when they take aware in-the-moment decisions during classroom discussions to promote the development of effective formative assessment (FA) processes. In this investigation, we complement a macro-analysis of paradigmatic examples of classroom activities,…

This article interrogates the role of retrieval practices in an urban, multicultural London classroom. With the advent of cognitive science-based approaches in recent years, retrieval has become a central tenet for testing foundational knowledge in English literature. I consider the implications of retrieval for classroom discourses concerning…

The use of stenography writing has in the recent past been faced with challenges about how, where, and when it is appropriate to be used in the teaching and learning process. The main objective of the study is to determine whether stenography writing has any major impact on the writing ability of students and their academic performance. The study…

Learning to respond to a computer program that is not working as intended is often characterized as finding a singular bug causing a singular problem. This framing underemphasizes the wide range of ways that students and teachers could notice discrepancies from their intention, propose causes of those discrepancies, and implement interventions.…

In this paper, we first frame Sprague's vision in the historical context from which it emerged. From there, we explore some contemporary concerns instructional communication researchers must grapple with, and then propose some practical next steps for envisioning instructional communication research as a platform for meaningful contributions…

This article reports on changes in science discourse practices of four teachers who participated in an extended professional development (PD) program. Teachers were selected for their different patterns of improvement in the quality of their classroom discourse during their participation in the program. Analyses of their practices to support…

This article discusses algebraic thinking regarding positive integers and rational numbers when students, 6 to 9 years old in multilingual classrooms, are engaged in an algebraic learning activity proposed by the El'konin and Davydov curriculum. The main results of this study indicate that young, newly arrived students, through tool-mediated joint…

In this scholarly article, teacher researchers explore the disparity between modern classroom pedagogies and the almost complete absence of a key component of identity. It advocates for religious language inclusion, examines students' religious engagement during the study of Anne Frank and the Holocaust, and serves as a practical support for…

The purpose of this mixed-methods study was to uncover how high-achieving university Spanish instructors engage in the core practice of building a classroom discourse community at a doctoral-level university in the southwestern United States. The second goal of this study was to determine whether student performance on reading and writing…

This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices…

In this study, we examined the ways in which two middle school science teachers elicited and were responsive to students' initial science ideas for explaining an anchoring phenomenon while teaching the same model-based learning unit focused on plate tectonics. Data sources included student models, classroom video, and classroom artifacts. Our…

This article takes a conceptual approach to an issue of pedagogical relevance--the presence of "teaching and learning moments" within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational…

The paper first reviews how conventionalized uses of dialogue in the language classroom have facilitated a neoliberalist agenda, mainly by positioning learners in a reproductive, consumer role, and teachers as deskilled operatives of scripted interactions. It then discusses three other conceptualizations of the role of dialogue which may offer an…

This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher-student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an…