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CEDiR Publications

On this page, examples of publications (co-)authored by CEDiR members are provided.


  • Boyd, M.P. & Sherry, M. (2024). Introduction to special issue: Dialogic space across educational contexts. Theory into Practice, 63(2).
  • Boyd, M.P., Vasquez, C. & Monaco-Shevlin, C*. (2024). “When anybody speaks, we all need to be involved”: Classroom conditions that support dialogic space. Theory Into Practice, 63(2).
  • Gröschner, A., Klaß, S. & Calcagni, E. (2024). Productive classroom talk as a core practice: Promoting evidence-based practices in teacher-student interaction in preservice teacher education. In P. Grossman & U. Fraefel (Eds.), Core Practices from a Global Perspective. Harvard Education Press. ISBN: 9781682538685



  • Ade-Ojo, G.O., Markowski, M., Essex, R., Stiell, M. & Jameson, J. (2022). A systematic scoping review and textual narrative synthesis of physical and mixed-reality simulation in pre-service teacher training. Journal of Computer Assisted Learning, 38 (3), 861– 874. (open access)
  • Amundrud, A., Rasmussen, I. & Warwick, P. (2022). Teaching talk for learning during co-located microblogging activities. Learning, Culture and Social Interaction, Volume 34 (open access)
  • Brugha, M. & Hennessy, S. (2022). Educators as Creators: Lessons from a mechanical MOOC on educational dialogue for local facilitators. Irish Educational Studies 41(1), 225-243. (open access)
  • Bui, G. & Tai, K.W.H. (2022). Revisiting functional adequacy and task-based language teaching in the GBA: Insights from translanguaging. Asian Pacific Journal of Second and Foreign Language Education 7(40): 1-14. DOI: (Invitation to Special Issue – ‘Rethinking Language Policy and Planning in the Greater Bay Area of China: Insights from Translanguaging theory’). (ESCI-indexed Journal) (open access)
  • Camillo, J., Lago, L.G. & Mattos, C. (2022). Monological education and pandemic: The return of those who never went. Revista Brasileira De Ensino De Ciéncia e Tecnologia, v. Esp, p. 100-117. (open access)
  • Hauk, D., Gröschner, A., Weil, M., Böheim, R., Schindler, A.-K., Alles, M. & Seidel, T. (2022). How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study. Journal of Education for Teaching, 52(2), OnlineFirst
  • Hofmann, R. & Ilie, S. (2022). A theory-Led evaluation of a scalable intervention to promote evidence-based, research-informed practice in schools to address attainment gaps. Education Sciences, 12(5), 353. (open access)
  • Igglesden, T. (2022). Promoting dialogue with Google Classroom. Impact: Journal of the Chartered College of Teaching, 15,
  • Jameson, J. (2022). The stoic leadership of dialogic engagement: Surviving the scream against toxic leadership and management in Higher Education, in E.A. Samier (Ed.), Existential crises in educational administration and leadership: International cases of existential anxiety and loss of meaning, Routledge.
  • Lago, L.G.. Camillo, J. & Mattos, C. (2022). Challenges in school-based teacher professional development: Building learning communities and capturing classroom dialogue. Gláuks Online, 22, p. 99-123. (open access)
  • Major, L., Smørdal, O., Warwick, P., Rasmussen, I., Cook, V. & Vrikki, M. (2022). Investigating digital technology’s role in supporting classroom dialogue: Integrating enacted affordance into analysis across a complex dataset. International Journal of Research & Method in Education, 0(0), 1–19.
  • Sailer, M., Bauer, E., Hofmann, R., Kiesewetter, J., Glas, J., Gurevych, I. & Fischer, F. (2022). Adaptive feedback from artificial neural networks facilitates pre-service teachers’ diagnostic reasoning in simulation-based learning. Learning and Instruction, (open access)
  • Tai, K.W.H. (2022). Translanguaging as inclusive pedagogical practices in English medium instruction science and mathematics classrooms for linguistically and culturally diverse students. Research in Science Education 52(3), 975-1012. DOI: 10.1007/s11165-021-10018-6 (Invitation to Special Issue – ‘Multiple Representations and Social Semiotics’) (SSCI-indexed Journal) (open access)
  • Tai, K.W.H. (2022). A translanguaging perspective on teacher contingency in Hong Kong English medium instruction history classrooms. Applied Linguistics. DOI: 10.1093/applin/amac039 (SSCI-indexed Journal) (open access)
  • Tai, K.W.H. & Wong, C.Y. (Accepted, Forthcoming). Empowering students through the construction of a translanguaging space in an English as a first language classroom. Applied Linguistics. (SSCI-indexed Journal) (open access)
  • Tai, K.W.H. & Zhao, V.Y. (2022). Success factors for English as a second language university students’ attainment in academic English language proficiency: Exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies. Applied Linguistics Review. Epub ahead of Print. DOI: 10.1515/applirev-2022-0049 (SSCI-indexed Journal) (open access)
  • Twiner, A., Lucassen, M. & Tatlow-Golden, M. (2022). Supporting children's understanding around emotions through creative, dance-based movement: A pilot study. Learning, Culture and Social Interaction, 37, 100659. (open access)
  • Twiner, A., Major, L. & Wegerif, R. (2022). School-based Simulated Internships to support dialogic collaboration and authentic links with the world of work: A design-based research study. Irish Educational Studies 41(1), 51-69. (open access)
  • Wegerif, R. (2022). Beyond democracy: Education as design for dialogue. In Liberal democratic education: A paradigm in crisis (pp. 157-179). Brill mentis. Also on ResearchGate.
  • Walker, H., Hennessy, S. & Pimmer, C. (2022). Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe. Research Papers in Education. (open access)
  • Wilkinson, I.A.G. & Bourdage, K. (2022). Quality talk about text: Discussion practices for talking and thinking about text. Heinemann.


  • Ahmed, A., Howe, C., Major, L., Hennessy, S., Mercer, N. & Warwick, P. (2021). Developing a test of reasoning for preadolescents. International Journal of Research and Method in Education. (open access)
  • Barak, M. & Lefstein, A. (2021) Opening texts for discussion: Developing dialogic reading stances. Reading Research Quarterly.
  • Boyd, M.P. & Veenis, J. (2021). Student uptake of whole class instructional talking points in their writing. International Journal of Educational Research.
  • Calcagni, E., Gröschner, A., Hennessy, S. & Kershner, R. (2021, March). Exploring teachers’ knowledge of dialogic teaching and its implications for professional development. Poster presented at the Conference "Wie viel Wissenschaft braucht Lehrerfortbildung?" (How much science does in-service teacher education need?), Regenburg, Germany.
  • Essex, R., Kalocsányiová, E., Rumyantseva, N., & Jameson, J. (2021). Trust amongst refugees in resettlement settings: A systematic scoping review and thematic analysis of the literature. Journal of International Migration and Integration, 1-26.
  • Hennessy, S., Calcagni, E., Leung, A., & Mercer, N.M. (2021). An analysis of the forms of teacher-student dialogue that are most productive for learning. Language & Education. (open access)
  • Hennessy, S., Kershner, R., Calcagni, E. & Ahmed, F. (2021). Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: A design-based approach. Review of Education. (open access)
  • Hofmann, R., Arenge, G., Dickens, S., Marfan, J., Ryan, M., Tiong, N.D., Radia, B. & Janik Blaskova, L. (2021). The COVID-19 learning crisis as a challenge and an opportunity for schools: An evidence review and conceptual synthesis of research-based tools for sustainable change. Center for Educational Policy Studies Journal, Special Issue ‘Education in the COVID-19 Era,’ Vol. 11.
  • Hofmann, R., Curran, S. & Dickens, S. (2021). Models and measures of learning outcomes for non-technical skills in simulation-based medical education: Findings from an integrated scoping review of research and content analysis of curricular learning objectives. Studies in Educational Evaluation, 71, (Online first, Oct 2021), Special Issue ‘Assessment and evaluation of simulation-based learning in higher education and professional training.’
  • Jameson, J., Rumyantseva, N., Markowski, M., McNay, I., Essex, R.W. & Cai, M. (2021). A systematic review of digital leadership in Higher Education. Journal of Management Learning.
  • Maine, F. & Čermáková, A. (2021). Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms. Learning, Culture and Social Interaction 29,
  • Maine, F., Brummernhenrich, B., Chatzianastasi, M., Juškienė, V., Lähdesmäki, T., Luna, J., & Peck, J. (2021). Children’s exploration of the concepts of home and belonging: Capturing views from five European countries. International Journal of Educational Research. (open access).
  • Rainio, A.P., & Hofmann, R. (2021). Teacher professional dialogues during a school intervention: From stabilization to possibility discourse through reflexive noticing. Journal of the Learning Sciences, 1-40. (open access)
  • Rubio-Jimenez, A. & Kershner, R. (2021). Transition to independent living: Signs of self-determination in the discussions of Mexican students with intellectual disability. British Journal of Learning Disabilities.
  • Santiago-Garabieta, M., García-Carrión, R., Zubiri-Esnaola, H., & López de Aguileta, G. (2021). Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context. Language Teaching Research,
  • Schär, R. (2021). An argumentative analysis of the emergence of issues in adult-children discussions. Amsterdam/Philadelphia: John Benjamins,
  • Schindler, A.-K., Seidel T., Böheim, R., Knogler M., Weil M., Alles, M., & Gröschner, A. (2021). Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development. Teaching and Teacher Education, 100 (April),
  • Smørdal, O., Rasmussen, I., & Major, L. (2021). Supporting classroom dialogue through developing the Talkwall microblogging tool: Considering emerging concepts that bridge theory, practice, and design. Nordic Journal of Digital Literacy, 16(2), 50-64.
  • Tai, K.W.H. & Li, Wei. (2020). Co-Learning in Hong Kong English medium instruction mathematics secondary classrooms: A translanguaging perspective, Language and Education,
  • Trausan-Matu, S., Wegerif, R., & Major, L. (2021). Dialogism. In International Handbook of Computer-Supported Collaborative Learning, 219-239.
  • Twiner, A., Littleton, K., Whitelock, D. & Coffin, C. (2021). Combining sociocultural discourse analysis and multimodal analysis to explore teachers’ and pupils’ meaning making. Learning, Culture and Social Interaction, 30 (Part A), 100520. (open access)
  • Twiner, A., Major, L. & Wegerif, R. (2021). "Collaborating2Create": Developing learners' capacity for collaborative creativity through linking education and enterprise. Online paper repository of the American Educational Research Association.


  • Hennessy, S., Mercer, N., Howe, C. et al. (2020). Coding classroom dialogue: Methodological considerations for researchers. Learning, Culture and Social Interaction.
  • Kershner, R., Hennessy, S., Wegerif, R., and Ahmed, A. (2020). Research Methods for Educational Dialogue. London: Bloomsbury Academic.
  • Kershner, R., Hennessy, S., Dowdall, K., Owen, H. & Calcagni, M.E. (2020). Teachers as ‘natural experimenters’: Using T-SEDA to develop classroom dialogue. In Rolls, L. & Hargreaves, E. (Eds.) Reimagining Professional Development in Schools (Chapter 8). Routledge. Accepted version.
  • Mercer, N., Wegerif, R . & Major, L. (Eds.) (2020), International Handbook on Dialogic Education. London: Routledge.
  • Rubio-Jimenez, A. & Kershner, R. (2020). Promoting the self-determination of Mexican young adults identified with intellectual disability: A sociocultural discourse analysis of their discussion about goal setting. Social Sciences, 9(11), 200.


  • Cook, V., Warwick, P., Vrikki, M., Major, L., & Wegerif, R. (2019). Developing material-dialogic space in geography learning and teaching: Combining a dialogic pedagogy with the use of a microblogging tool. Thinking Skills and Creativity, 31, 217–231.
  • Howe, C., Hennessy, S., Mercer, N. Vrikki, M. & Wheatley, L. (2019). Teacher-student dialogue during classroom teaching: Does it really impact upon student outcomes? Journal for the Learning Sciences,  28(4-5), 462-512.  Accepted version.


  • CEDiR Group. (2018). A Dialogue about Educational Dialogue: Reflections on the Field and the Work of the Cambridge Educational Dialogue Research (CEDiR) Group. Faculty of Education Working Paper 2018/4, University of Cambridge.
  • Major, L., Warwick, P., Cook, V., Rasmussen, I. & Ludvigsen, S. (2018). Interactions between classroom dialogue and digital technologies: a scoping review of empirical research analysing opportunities and challenges. Education and Information Technologies.
  • Vrikki, M., Wheatley, L., Howe, C., Hennessy, S., & Mercer, N. (2018). Dialogic practices in primary school classrooms. Language and Education. (open access)
  • Vrikki, M., Kershner, R., Calcagni, E., Hennessy, S., Lee, L., Estrada, N., Hernández, F., and Ahmed, F. (2018). The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue. International Journal of Research and Methods in Education. 
  • Wegerif, R. & Major, L. (2018). Buber, educational technology and the expansion of dialogic space. AI & Society.


  • Cremin, H. & Bevington, T. (2017). Positive Peace in Schools: Tackling conflict and creating a culture of peace in the classroom, London: Routledge.
  • Grau, V., Calcagni, E., Preiss, D. D., & Ortiz, D. (2017). Teachers’ professional development through university-school partnerships: theoretical standpoints and evidence from two pilot studies in Chile. Cambridge Journal of Education. 20(1). 1-18.
  • Hennessy, S., Dragovic, T. & Warwick, P. (2017). A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies. Professional Development in Education 44 (2), 145-168. (open access)
  • Kester K. & Cremin, H. (2017) Peace Education and Peace Education Research: Toward a Concept of Post-Structural Violence and Second Order Reflexivity, Educational Philosophy and Theory.
  • Maine, F. (2017). The bothersome crow people and the silent princess: Exploring the orientations of children as they play a digital narrative game. Literacy, 51(3), 138-146.
  • Maine, F. (2017). Collaborative and dialogic meaning-making: How children engage and immerse in the storyworld of a mobile game. In C. Burnett, G. Merchant, A. Simpson & M. Walsh (Eds.) The Case of the iPad: Mobile Literacies in Education. Singapore: Springer, 211-225
  • Mercer, N., Warwick, P. & Ahmed, A. (2017). An Oracy Assessment Toolkit: linking research and development in the assessment of students’ spoken language skills at age 11-12. Learning & Instruction.
  • Mercer, N., Hennessy, S. and Warwick, P. (2017). Dialogue, Thinking Together and digital technology in the classroom: Implications of a continuing line of inquiry for developing dialogic teaching practices. Special Section of International Journal of Educational Research (Editor N. Webb) on the role of teacher practice in promoting academically productive dialogue in the classroom. (open access)
  • Phillipson, N and Wegerif, R. (2017). Dialogic Education: Mastering core concepts through thinking together. London and New York, Routledge.
  • Rojas-Drummond, S., Maine, F., Alarcón, M., Trigo, A. L., Barrera, M. J., Mazón, N., ... & Hofmann, R. (2017). Dialogic literacy: Talking, reading and writing among primary school children. Learning, Culture and Social Interaction, 12, 45-62. 
  • Vrikki, M., Warwick, P., Vermunt, J.D., Mercer, N. & van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education.
  • Wegerif, R., Doney, J. Andrews, R., Larkin, S., Mansour, N., and Jamison, I (2017) Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference. Learning Culture and Social Interaction.
  • Wegerif, R., Doney, J. and Jamison, I (2017). Designing Education to Promote Global Dialogue: Lessons from Generation Global—a Project of the Tony Blair Institute for Global Change. Civitas educationis. Education, Politics, and Culture, 6(4), 65-75
  • Wegerif, R., Fujita, T., Doney, J., Linares, J. P., Richards, A., & Van Rhyn, C. (2017). Developing and trialling a measure of group thinking. Learning and Instruction, 48, 40-50.


  • Hassler, B., Major, L. Warwick, P., Watson, S., Hennessy, S., & Nicholl, B. (2016). Perspectives on Technology, Resources and Learning: productive classroom practices, effective teacher professional development. Cambridge: Faculty of Education University of Cambridge.
  • Hennessy S., Rojas-Drummond S., Higham R., García Carrion R., Maine F., Torreblanca O., Márquez A., Ríos Silva, R. & Barrera, M-J (2016). Developing an analytic coding scheme for classroom dialogue across cultural and educational contexts. Learning, Culture and Social Interaction, 9, 16-44. (open access)
  • Higham, R. (2016). Communication Breakdown: the role of conflict in promoting responsible leadership in students. School Leadership and Management, 36 (1), 96-112.
  • Hofmann, R., & Mercer, N. (2016). Teacher interventions in small group work in secondary mathematics and science lessons. Language and Education, 30(5), 400-416.
  • Johnson, M. (2016). Feedback effectiveness in professional learning contexts. Review of Education, 4(2), 195-229.
  • Maine F. and Hofmann, R. (2016). Talking for meaning: the dialogic engagement of teachers and children in a small group reading context. International Journal of Educational Research, 75, 45-56.
  • Rojas-Drummond, S., Márquez, A.M., Hofmann, R., Maine, F., Rubio, A.L., Hernández, J. & Guzman, K. (2016). Oracy and literacy in the making: Collaborative peer writing in the primary years. In A. Surian (Ed.). Open spaces for Interactions and Learning Diversities (pp. 69-108). Rotterdam: Sense Publishers.
  • Ruthven, K., & Hofmann, R. (2016). A case study of epistemic order in mathematics classroom dialogue. PNA (Pensamiento Numérico y Algebráico) Special Issue on Language and Mathematics, 25.
  • Ruthven, K., Mercer, N., Taber, K., Guardia, P., Hofmann, R., Ilie, S., Luthman, S., & Riga, F. (2016). A research-informed dialogic-teaching approach to early secondary-school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18-40.
  • Warwick, P., Vrikki, M., Vermunt, J., Mercer, N. & van Halem, N. (2016). Connecting observations of student and teacher learning outcomes: an examination of Lesson Study discussions in mathematics. ZDM: The International Journal on Mathematics Education. 48(4), 555-569.


  • Cremin, H. (2015) Peace education research in the twenty-first century: Three concepts facing crisis or opportunity? Journal of Peace Education, 13(1), 1-17.
  • Cremin, H. & Guilherme, A. (2015): Violence in Schools: Perspectives (and hope) from Galtung and Buber, Educational Philosophy and Theory, 48(11), 1123-1137.
  • Danielsson, A. & Warwick, P. (2015) Identity and Discourse: Gee's discourse analysis as a way of approaching the constitution of primary science teacher identities, in L. Avraamidou (Ed.), Studying Science Teacher Identity: theoretical, methodological and empirical explorations. Rotterdam: Sense Publishers.
  • Howe, C., Luthman, S., Ruthven, K., Mercer, N., Hofmann, R. Ilie, S. & Guardia, P. (2015). Rational number and proportional reasoning in early secondary school: towards principled improvement in mathematics. Research in Mathematics Education, 17(1), 38-56.
  • Howe, C., Ilie, S., Guardia, P., Hofmann, R., Mercer, N. & Riga, F. (2015). Principled improvement in science: Forces and proportional relations in early secondary-school teaching. International Journal of Science Education, 37(1), 162-184.
  • Johnson, M. (2015). Articulation work: insights into examiners’ expertise from their remote feedback interactions. Communication & Language at Work, 1(4), 28-52.
  • Maine, F (2015). Dialogic Readers: Children talking and thinking together about visual texts. London: Routledge.
  • Wegerif, R. (2015). Toward Dialogic Literacy Education for the Internet Age. Literacy Research: Theory, Method, and Practice, 64(1), 56-72.
  • Wegerif, R, Li, L and Kaufman, J C (Eds). (2015). The Routledge International Handbook of Research on Teaching Thinking. New York and London: Routledge.
  • Whitebread, D., Pino-Pasternak, D. & Coltman, P. (2015). Making Learning Visible: the role of language in the development of metacognition and self-regulation in young children. In S. Robson & S. Quinn (Eds.). The Routledge International Handbook of Young Children's Thinking and Understanding (pp. 199-214). London: Routledge.


  • Ahmed, F. (2014). ‘“That’s not what I want for my children”: Islamic schools as a parental response to childhood experiences of mainstream British schooling.’ In Salili, F. and Hoosain, R. (Eds.), Growing up between two cultures: Issues and problems of Muslim children. Charlotte NC: IAP
  • Hennessy, S. & Warwick, P. (2014). Using Theory in Research to Stimulate New Ways of Framing and Supporting Classroom Dialogue, in S. Hennessy, Bridging between Research and Practice: supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology. Rotterdam: Sense Publishers. pp 265-282.
  • Hennessy, S., Warwick, P., Brown, L., Rawlins, D., & Neale, C. (Eds.). (2014). Developing Interactive Teaching and Learning Using the Interactive Whiteboard: A Resource for Teachers. Maidenhead: Open University Press.
  • Hennessy, S. (2014). Bridging between research and practice: Supporting professional development through collaborative studies of classroom teaching with interactive whiteboard technology. Rotterdam: Sense Publishers.
  • Higham, R., Brindley, S., & van de Pol, J. (2014). Shifting the primary focus: Assessing the case for dialogic education in secondary classrooms. Language and Education, 28 (1), 86-99.
  • Howe, C. (2014). Optimizing small group discourse in classrooms: Effective practices and theoretical constraints. International Journal of Educational Research, 63, 107-115.
  • Johnson, M. (2014) Insights into contextualised learning: how do professional examiners construct shared understanding through feedback? E-Learning and Digital Media, 11(4), 363-378.
  • Johnson, M. (2014) A case study of inter-examiner feedback from a UK context: Mixing research methods to gain insights into situated learning interactions. Formation et pratiques d’enseignement en questions, 17, 67-88.
  • Maine, F. (2014). ‘I wonder if they are going up or down’: children's co-constructive talk across the primary years. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42 (3) 298-312.
  • Pino-Pasternak, D., Basilio, M. & Whitebread, D. (2014). Interventions and classroom contexts that promote self-regulated learning: Two intervention studies in United Kingdom primary classrooms. Psykhe, 23(2), 1-13.


  • Coltman, P., Warwick, J., Wilmott, J., Pino Pasternak, D. & Whitebread, D. (2013). Teachers co-constructing pedagogical practices to support children’s exploratory talk and self-regulation: the Children Articulating Thinking (ChAT) project. In D. Whitebread, N. Mercer, C. Howe & A. Tolmie (Eds.). Self-regulation and dialogue in primary classrooms. British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education – Current Trends, No. 10. (pp. 127-146). Leicester: BPS.
  • Flitton, L. & Warwick P. (2013). From classroom analysis to whole school professional development: promoting talk as a tool for learning across school departments. Professional Development in Education, 39, 1, 99-121.
  • Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43, 325-356.
  • Howe, C. (2013). Dialogue and self-regulation in the primary classroom: Concluding comments. British Journal of Education Monograph Series, 11, 10, 147-156.
  • Howe, C. (2013). Scaffolding in context: Peer interaction and abstract learning. Learning, Culture and Social Interaction, 2, 3-10.
  • Littleton, K. & Mercer, N. (2013). Interthinking: Putting talk to work. Abingdon: Routledge.
  • Maine, F. (2013). How children talk together to make meaning from texts: A dialogic perspective on reading comprehension, Literacy, 47 (3), 150-156.
  • Ruthven, K. & Hofmann, R. (2013). Chance by design: devising an introductory probability module for implementation at scale in English early-secondary education. ZDM – The International Journal on Mathematics Education, Special Issue on Classroom-based interventions in mathematics education, 45(3), 409-423.
  • Warwick, P., Mercer, N., & Kershner, R. (2013). ‘Wait, let’s just think about this’: using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities. Learning, Culture and Social Interaction, Vol 2, 1, 42-51.
  • Wegerif, R. (2013). Dialogic: Education for the Internet Age. London: Routledge.
  • Whitebread, D., Mercer, N., Howe, C. & Tolmie, A. (Eds.) (2013). Self-regulation and dialogue in primary classrooms. British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education – Current Trends, No. 10. Leicester: BPS.
  • Whitebread, D. & Pino Pasternak, D. (2013). Video analysis of self-regulated learning in social and naturalistic contexts: The case of preschool and primary school children. In S. Volet & M. Vaurus (Eds). Interpersonal Regulation of Learning and Motivation: Methodological Advances (pp. 14-44). New York: Springer.


  • Ahmed, F (2012). Tarbiyah for shakhsiyah (educating for identity): seeking out culturally coherent pedagogy for Muslim children in Britain. Compare: A Journal of Comparative and International Education, 42:5, 725-749.
  • Grau, V. & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401-12.
  • Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Language, Culture and Social Interaction, 1, 12-21.


  • Hennessy, S., Warwick, P., & Mercer, N. (2011). A dialogic inquiry approach to working with teachers in developing classroom dialogue. Teachers College Record, 113 (9), 1906-1959.
  • Hennessy, S. (2011). The role of digital artefacts on the interactive whiteboard in mediating dialogic teaching and learning. Journal of Computer Assisted Learning, 27 (6), 463-489.
  • Ruthven, K., Hofmann, R., & Mercer, N. (2011, July). A dialogic approach to plenary problem synthesis. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education Developing Mathematical Thinking.
  • Warwick, P., Hennessy, S., & Mercer, N. (2011). Promoting teaching and school development through co-enquiry: Developing interactive whiteboard use in a 'dialogic classroom'. Teachers and Teaching: Theory and Practice, 17 (3), 303-324.
  • Wegerif, R (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3), 179-195.


  • Littleton, K., & Howe, C. (Eds.). (2010). Educational dialogues: Understanding and promoting productive interaction. Abingdon: Routledge.
  • Mercer, N., Hennessy, S., & Warwick, P. (2010). Using interactive whiteboards to orchestrate classroom dialogue. Themed issue of Technology, Pedagogy and Education on Interactive Whole Class Technologies 19, 195-209.
  • Pino Pasternak, D., Whitebread, D. & Tolmie, A. (2010). A multi-dimensional analysis of parent-child interactions during academic tasks and their impact on children's self-regulated learning, Cognition and Instruction, 28 (3), 219-272.
  • Warwick, P., Mercer, N., Kershner, R., & Kleine Staarman, J. (2010). In the mind and in the technology: the vicarious presence of the teacher in pupils' learning of science in collaborative group activity at the interactive whiteboard. Computers and Education, 55(1), 350-362.
  • Wegerif, R., Mclaren, B., Chamrada, M., Scheuer, O., Mansour, N., Miksatko, J. & Williams, M. (2010). Exploring creative thinking in graphically mediated synchronous dialogues. Computers and Education 54(3), 613-621.


  • Christie, D., Tolmie, A., Thurston, A., Howe, C., & Topping, K. (2009). Supporting group work in Scottish primary classrooms: Improving the quality of collaborative dialogue. Cambridge Journal of Education, 39, 141-156.
  • Howe, C. (2009). Collaborative group work in middle childhood: Joint construction, unresolved contradiction, and the growth of knowledge. Human Development, 52, 215-239.
  • Mercer, N., Dawes, L., & Staarman, J.K. (2009). Dialogic teaching in the primary science classroom. Language and Education, 23, 353-369.
  • Mercer, N. (2009). The analysis of classroom talk: Methods and methodologies. British Journal of Educational Psychology, 80, 1-14.
  • Mercer, N. (2008). The seeds of time: Why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences, 17, 33-59.
  • Warwick, P., & Kershner, R. (2008). Primary teachers' understanding of the interactive whiteboard as a tool for children's collaborative learning and knowledge building. Learning, Media and Technology, 33(4), 269-287.
  • Howe, C., & Mercer, N. (2007). Children’s social development, peer interaction and classroom learning. The Primary Review. Cambridge: University of Cambridge.
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