| Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry N Mercer, S Hennessy, P Warwick International Journal of Educational Research 97, 187-199, 2019 | 354 | 2019 |
| Using interactive whiteboards to orchestrate classroom dialogue N Mercer, S Hennessy, P Warwick Technology, Pedagogy and Education 19 (2), 195-209, 2010 | 288 | 2010 |
| Using concept cartoons to support progression in students' understanding of light P Stephenson, P Warwick Physics Education 37 (2), 135, 2002 | 243 | 2002 |
| The impact of Lesson Study professional development on the quality of teacher learning JD Vermunt, M Vrikki, N van Halem, P Warwick, N Mercer Teaching and Teacher Education 81, 61-73, 2019 | 238 | 2019 |
| In the mind and in the technology: The vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard P Warwick, N Mercer, R Kershner, JK Staarman Computers & Education 55 (1), 350-362, 2010 | 238 | 2010 |
| Can the interactive whiteboard help to provide ‘dialogic space’for children's collaborative activity? N Mercer, P Warwick, R Kershner, JK Staarman Language and education 24 (5), 367-384, 2010 | 187 | 2010 |
| Classroom dialogue and digital technologies: A scoping review L Major, P Warwick, I Rasmussen, S Ludvigsen, V Cook Education and information technologies 23 (5), 1995-2028, 2018 | 180 | 2018 |
| Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics P Warwick, M Vrikki, JD Vermunt, N Mercer, N van Halem Zdm 48 (4), 555-569, 2016 | 180 | 2016 |
| Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions M Vrikki, P Warwick, JD Vermunt, N Mercer, N Van Halem Teaching and Teacher Education 61, 211-224, 2017 | 172 | 2017 |
| Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities? R Kershner, N Mercer, P Warwick, J Kleine Staarman International Journal of Computer-Supported Collaborative Learning 5 (4 …, 2010 | 160 | 2010 |
| A dialogic inquiry approach to working with teachers in developing classroom dialogue S Hennessy, N Mercer, P Warwick Teachers college record 113 (9), 1906-1959, 2011 | 133 | 2011 |
| An oracy assessment toolkit: Linking research and development in the assessment of students' spoken language skills at age 11-12 N Mercer, P Warwick, A Ahmed Learning and Instruction 48, 51-60, 2017 | 128 | 2017 |
| Primary teachers’ understanding of the interactive whiteboard as a tool for children’s collaborative learning and knowledge‐building P Warwick, R Kershner Learning, Media and Technology 33 (4), 269-287, 2008 | 125 | 2008 |
| How primary trainee teachers perceive the development of their own scientific knowledge: Links between confidence, content and competence? T Shallcross, E Spink, P Stephenson, P Warwick International Journal of Science Education 24 (12), 1293-1312, 2002 | 82 | 2002 |
| A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies S Hennessy, T Dragovic, P Warwick Professional Development in Education 44 (2), 145-168, 2018 | 80 | 2018 |
| Primary children's management of themselves and others in collaborative group work: ‘Sometimes it takes patience …’ R Kershner, P Warwick, N Mercer, J Kleine Staarman Education 3-13 42 (2), 201-216, 2014 | 69* | 2014 |
| Scaffolding speech and writing in the primary classroom: A consideration of work with literature and science pupil groups in the USA and UK P Warwick, B Maloch Reading 37 (2), 54-63, 2003 | 66 | 2003 |
| Developing pupils' written expression of procedural understanding through the use of writing frames in science: Findings from a case study approach P Warwick, P Stephenson, J Webster, J Bourne International Journal of Science Education 25 (2), 173-192, 2003 | 65 | 2003 |
| Promoting teacher and school development through co‐enquiry: developing interactive whiteboard use in a ‘dialogic classroom’ P Warwick, S Hennessy, N Mercer Teachers and Teaching: Theory and practice 17 (3), 303-324, 2011 | 61 | 2011 |
| Connecting teacher identity formation to patterns in teacher learning JD Vermunt, M Vrikki, P Warwick, N Mercer The SAGE handbook of research on teacher education, 143-159, 2017 | 60 | 2017 |
Sara HennessyUniversity of Cambridge在 cam.ac.uk 的电子邮件经过验证
