Some critical perspectives about neoliberal trends in higher education have resulted in exploring different types of collaborations aimed at creating spaces for academics to promote pedagogical practice as praxis. Drawing upon a case study informed by a Latin American intellectual tradition of dialogue as praxis and praxis as political action, as…

There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally…

The purpose of this study was to examine the ways in which teachers use language to promote vocabulary development (i.e., vocabulary talk moves) during science instruction in early-elementary classrooms. Twenty-four total science lessons were recorded by eight teachers, providing 894.27 min of observational data across three timepoints. Discourse…

Visual supports (VS) are evidence-based interventions for students who have intellectual disability (ID). We examined the efficacy of VS as an intervention to increase independent conversational turn taking with peers at a secondary level. This study used single subject ABAB withdrawal design across two participants employing VS in an unstructured…

This paper presents a study of EFL classroom talk with the focus on how teachers successfully encourage and elicit student dialogic talk through questioning. It is based on observation data from forty-nine classes involving eleven teaching staff in a university in central China. The findings reveal the difficulty of engaging students to be the…

To aid in teaching dialogue skills a virtual simulator called "Communicate!" was developed at Utrecht University. Teachers can build scenarios for students to practice dialogues with a virtual character. In two experiments (n = 128 and 133, a year apart), we investigated if and how "Communicate!" can be an effective aid to…

This article explores how teachers can use the sentence stems "I notice" and "I wonder" to deepen professional conversations with colleagues, both in person and in online spaces.

This article draws greater attention to the use of language as a pedagogical tool in science teaching and learning. Evidence shows that Alexander's (2020) 'dialogic teaching' approach is significant in promoting learning in science when used interchangeably with authoritative patterns of talk. This article explores dialogic teaching, drawing on…

In this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science…

This article introduces an Australian adaptation of an approach to supporting school leadership and improvement pioneered by educationalists David Townsend and Pam Adams, from Alberta, Canada. Referred to as the North Coast Initiative for School Improvement, the adaptation involved school leaders, academics, and government officials who combined…

Dialogic teaching has been demonstrated to be conducive to the development of such important competencies and skills as creativity, communication skills, and critical thinking skills. However, the literature confirms that teacher-student interactions in the classroom are predominantly monologic rather than dialogic across subjects, grades, and…

A restorative approach to education emphasizes that educators play a critical role in building relationships amongst school stakeholders. This case study examined the four-year journey of leading a school to implement and sustain a restorative culture. A theoretical framework for restorative practices was established around relational leadership…

Although dialogue can augment the impact of feedback on student learning, dialogic feedback is unaffordable by instructors teaching large classes. In this regard, peer feedback can offer a scalable and effective solution. However, the existing practices optimistically rely on students' discussion about feedback and lack a systematic design…

Programming skills are a vital part of many disciplines but can be challenging to teach and learn. Thus, the programming courses are considered difficult and a major stumbling block. To overcome these challenges, students could benefit from extensive individual support such as tutoring, but there are simply not enough qualified tutors available to…

This article examines hip-hop as a vehicle for teaching social justice in college-level media and cultural studies courses taught in English or German through engagement with Black American rapper Joyner Lucas's "I'm Not Racist" (2017) and Turkish-German rapper Eko Fresh's "Aber" (2018). Drawing on hip-hop's status as an art…