The DOI matches its Crossref record.
"Scaling Down" to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Relating to the second and third themes, benefits for mathematics, science, literacy and oral communicative competence have been reported when teachers build on or elaborate students' ideas and encourage them to do the same; or do such things while also encouraging students to explain and justify their ideas (Muhonen et al., 2018;O'Connor et al., 2015;van der Veen et al., 2017).”
From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as O'Connor et al., 2015
In the citing paper
“Even the studies that spotlight the issue (e.g.O'Connor et al., 2015;Pauli & Reusser, 2015;van der Veen et al., 2017) involve data that preclude isolating the consequences of reasoned dialogue from the effects of other forms.”
From Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019) · cites this paper as O'Connor et al., 2015
In the citing paper
“Several studies have confirmed a positive impact for students located in”
From How vocal and silent forms of participation in combination relate to student achievement (2023) · cites this paper as O'Connor et al., 2015
Citations
Cites
Still being checked.
Cited by
Sorted by citations
Items 101–107 of 107
Demszky, D., Hill, H. C., Taylor, E., Kupor, A., Dennison, D. V., & Piech, C. (2025) · Education Sciences · doi:10.3390/educsci15091162
Wang, D., Zhang, C., & Chen, G. (2025) · Professional Development in Education · doi:10.1080/19415257.2025.2577215
An Analysis of IRF (Initiation-Response-Feedback) Pattern in Online English Classroom
Rini, H. C., & Haque, A. (2025) · Ethical Lingua Journal of Language Teaching and Literature · doi:10.30605/25409190.856
Rahim, N., Aman, N., Bibi, D. F., Gul, F., & Fakhar, F. (2025) · Qlantic journal of social sciences. · doi:10.55737/qjss.vi-iv.25441
Creating Dialogic Space with Adolescent Multilingual Learners: The Role of Infographics
Lee, J., & Wilkinson, I. (2026) · Springer eBooks · doi:10.1007/978-981-95-5461-4_6
Capturing pedagogical intentions in primary mathematics: an analysis of classroom dialogue
O’Keeffe, L. (2026) · Research in Mathematics Education · doi:10.1080/14794802.2026.2691839
Theis, D., Schlicht-Schmälzle, R., Visé, J., & Hartmann, U. (2026) · European Educational Research Journal · doi:10.1177/14749041261471994 · Cited by 1
Metadata
- Authors
- O'Connor, C., Michaels, S., & Chapin, S.
- ORCID
- Michaels, Sarah
- Venue
- Socializing Intelligence Through Academic Talk and Dialogue
- Published
- 2015-04
- Pages
- 111-126
- OpenAlex
- W2545889235
- Cited by
- 107
- References
- 0
- Citations by year
- 2026: 3 · 2025: 12 · 2024: 10 · 2023: 13 · 2022: 14 · 2021: 14 · 2020: 9 · 2019: 8 · 2018: 7 · 2017: 5 · 2016: 3 · 2015: 5
- FWCI
- 12.96
- Type
- book chapter
- Language
- en
- Open access
- closed
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- classroom discourse, scaling down, student discourse
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
