The aim of this experiment was to determine if dyad practice helped individuals become aware, use, and retain information in a dynamically changing perceptual-motor task compared with practice alone. We used a computerized perceptual-motor task, where individuals were required to intercept balls that dropped from the top of the screen. A colored…

The contemporary literature regarding dialogic classroom interaction has primarily focused on the meaning-making attributes of dialogue while acknowledging but otherwise providing less emphasis to the social dimensions of the learning community and the dialogic resources that students bring to the classroom. As a result, this paper explores the…

Transforming difficulties into opportunities for thriving is at the heart of this volume on the science of learning and development. This chapter brings the perspective of European research and the Global North and South and discusses some of the challenges included in the call to create the conditions for promoting sustainable and equitable…

Research into the construct of science teacher identity has gained momentum over the past decade in an effort to achieve a more comprehensive, holistic understanding of teacher learning and development. As yet few studies have examined the unique identity challenges of science teacher career changers. A dialogical approach to the conceptualization…

Speaking in a foreign language is considered challenging to both teach and learn. Virtual humans (VHs), as conversational agents (CAs), provide opportunities to practise speaking skills. Lower secondary school students (N = 25) engaged in an AI-based spoken dialogue system (SDS) and interacted verbally with VHs in simulated everyday-life scenarios…

This chapter delves into the theoretical underpinnings of praxeological and dialogical research on the emergence of opportunities for learning in teacher-student interactivities. First, I introduce the emergence of objects of learning as a social phenomenon; then I argue for the intersubjective-intercorporeal understanding of those objects as…

Within current interfaith dialogue scholarship, perspective transformation towards the religious other is one of the most desired outcomes. However, exactly how such transformed perspectives come about and the characteristics of this transformation have not been adequately researched. In this study, we examine transformative learning within…

In laboratory study environments, dialogue-videos, or videos of a tutor and a tutee solving problems together, have been shown to more effectively improve student learning than monologue-videos, or videos of tutors solving problems alone. Yet, few studies have replicated these findings in the context of authentic university classrooms. Here, we…

Observing the teaching-learning situations that arise in educational contexts is a key part of teacher education. The present study examined how forty-three future teachers constructed their professional knowledge. Adopting a qualitative approach, we discuss the teaching situations observed by pre-service teachers in the subjects of…

This paper defines the notion of "dialogic local space" and highlights its importance to teaching and learning. A dialogic local space values multiple local realities as it invites us to listen to, take up, and have confidence in our own local everyday and personal realities, and to listen to, consider, and respond to other local…

This article responds to increasing school and cross-sector interest surrounding culturally responsive pedagogy and the multiple ways that it is being discussed and understood. We try to bring clarity to how we have come to understand this term both as grounded in cultural relationships and as responsive to the prior knowledge and experiences of…

This research aimed to develop a learning model of social multistatus character genre in Speaking Class at Department of Study Javanese Language in Universitas Negeri Semarang. This model emphasized the performance of the use of the Java language orally. Students practiced in the form of monologue and dialogue by changing the social status of the…

"Visible Learning Insights" presents a fascinating 'inside view' of the ground-breaking research of John Hattie. Together, the authors John Hattie and Klaus Zierer embark on a mission to build on the internationally renowned work and combine the power and authority of the research with the real 'coal face' experience of schools. Offering…

Experiences of failure can provide valuable opportunities to learn, however, the typical classroom does not tend to function from an orientation of learning from failure. Rather, educators aim to teach accurate information as efficiently as possible, with the main goal for students to be able to produce correct knowledge when called for, in the…

This research involves two case studies, one in Melbourne, Australia the other in Gothenburg, Sweden, that focus on how using observation tools to gather classroom evidence of teaching and learning promoted opportunities to discuss and develop professional practice. We found that dialogues between pre-service teachers and more experienced…