The DOI matches its Crossref record.
"Scaling Down" to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study
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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
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Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?
Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019) · Journal of the Learning Sciences · doi:10.1080/10508406.2019.1573730 · Cited by 425
Kim, M., & Wilkinson, I. A. G. (2019) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2019.02.003 · Cited by 314
Farrell, C. C., Penuel, W. R., Allen, A. H., Anderson, E. R., Bohannon, A. X., Coburn, C. E., & Brown, S. L. (2022) · Educational Researcher · doi:10.3102/0013189x211069073 · Cited by 221
The silent and the vocal: Participation and learning in whole-class discussion
O'Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.11.003 · Cited by 168
Self-citationSedova, K., Sedlacek, M., Svaricek, R., Majcik, M., Navratilova, J., Drexlerova, A., Kychler, J., & Salamounova, Z. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101217 · Cited by 146
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
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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.
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