The genesis for this paper lies in the problematic nature of assessment practice, as a central authorship activity, for early childhood education teachers. This paper draws on dialogic philosophy to explore this challenge based on a doctoral investigation of a very young child (White, 2009) and the strategic means by which she reveals and conceals meaning through dialogic loopholes that are gen...

Inner speech has been implicated in important aspects of normal and atypical cognition, including the development of auditory hallucinations. Studies to date have focused on covert speech elicited by simple word or sentence repetition, while ignoring richer and arguably more psychologically significant varieties of inner speech. This study compared neural activation for inner speech involving c...

The persuasive power of live interaction is hard to match, yet technologies are increasingly taking on roles to promote behavioral change. We believe that speech-based interfaces offer a compelling mode of interaction for engaging users and are motivated to understand how to best present persuasive information using speech interaction. We present a study comparing the persuasive power of two sp...

This paper explores how wikis may be used to support primary education students’ collaborative interaction and how such an interaction process can be characterised. The overall aim of this study is to analyse the collaborative processes of students working together in a wiki environment, in order to see how primary students can actively create a shared context for learning in the wiki. Educatio...

Questioning is one of the critical repertoires in dialogic teaching. Teachers who set classrooms need to be able use questioning effectively. Effective techniques by teachers improve teacher-student instructional dialogues primary school mathematics classrooms. In this study, practices three were analysed their journey incorporate Data gathered through lesson observations, video recordings and ...

The features of dialogic classrooms are well researched and theorised, yet the nuanced actions teachers as they enable such a context less defined. This study takes linguistic ethnographic approach to unpack subtle differences in that three take their primary classrooms. is uniquely positioned all were part larger project where engaged series lessons promoting interactions discussions aimed fos...