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A Dialogic Inquiry Approach to Working With Teachers in Developing Classroom Dialogue


by Sara Hennessy, Neil Mercer & Paul Warwick - 2011


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Cite This Article as: Teachers College Record Volume 113 Number 9, 2011, p. 1906-1959
https://www.tcrecord.org ID Number: 16178, Date Accessed: 10/21/2019 3:46:10 AM
 
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About the Author
  • Sara Hennessy
    University of Cambridge
    E-mail Author
    SARA HENNESSY is lecturer in teacher development and pedagogical innovation in the Faculty of Education at the University of Cambridge, United Kingdom. She has a background in psychology and previously worked at the Institute of Educational Technology at the Open University. Her research focuses on pedagogy underlying the use of digital technology to support subject teaching and learning in schools, from a sociocultural perspective. Her work also concerns research partnerships and practitioner-led professional development in UK and African schools, aiming to bridge between theory, teacher thinking, and classroom practice. She has recently published in Teachers College Record, Teachers and Teaching: Theory and Practice, Learning Media and Technology, Studies in Science Education, Computers and Education, and The Curriculum Journal.
  • Neil Mercer
    University of Cambridge
    NEIL MERCER is professor of education in the Faculty of Education at the University of Cambridge, United Kingdom. Previously he worked in the Faculty of Education and Language Studies at the Open University. He is a psychologist with a special interest in classroom dialogue and the development of childrenís thinking, and he has also led several projects on science and mathematics education and the use of computing technology. He has been a consultant to the government nationally and locally throughout the United Kingdom. He is widely published, and his most recent books are Words and Minds: How We Use Language to Think Together and Dialogue and the Development of Childrenís Thinking (with Karen Littleton).
  • Paul Warwick
    University of Cambridge
    PAUL WARWICK is a lecturer in the Faculty of Education at the University of Cambridge, United Kingdom. Paul is engaged in a range of research and teaching activities in the Faculty that link directly with his interests in primary science education, the uses of technology in teaching and learning, and the professional development of trainee and beginning teachers. His most recent research work and publications (in conjunction with Neil Mercer and other colleagues) have centered on collaborative use of the interactive whiteboard in science by groups of primary school students, and the mediating role of the teacher.
 
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