What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.003
Teacher-student interaction on wikis: Fostering collaborative learning and writing
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.12.002
Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.05.003
Knowledge co-construction activities and task-related monitoring in scripted collaborative learning
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.011
The “fullness of life”: Learner interests and educational experiences
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.11.005
Triggering and maintaining interest in early phases of interest development
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.11.007
Play in adult-child interaction: Institutional multi-party interaction and pedagogical practice in a toddler classroom
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.014
Textbook interaction: A study of the language and cultural contextualisation of English learning textbooks
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.006
Exploring Visual Communication and Competencies Through Interaction with Images in Social Media
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.003
Effects of an interculturally enriched collaboration script on student attitudes, behavior, and learning performance in a CSCL environment
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.004
The aim of the game: a pedagogical tool to support young children’s learning through play
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.001
Smartphones in Classrooms : Reading, Writing and Talking in Rapidly Changing Educational Spaces
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100319
Interest development and learning in choice-based, in-school, making activities: The case of a 3D printer
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.11.009
Sociomateriality as a partner in the polyphony of students positioning
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100332
Research techniques and methodologies to assess social learning in participatory environmental governance
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100331
Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.05.001
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100350
Facilitators, teachers, observers, and play partners: Exploring how mothers describe their role in play activities across three communities
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.04.002
How do Moroccan-Dutch parents (re)construct their parenting practices? : Post-migration parenthood as a social site for learning and identity
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.12.003
Digitally mediated interaction as a resource for co-constructing multilingual identities in classrooms
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.005
‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.006
Vocational knowing in subject integrated teaching: A case study in a Swedish upper secondary health and social care program
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.01.002
The rhetoric and the reality: Exploring the dynamics of professional agency in the identity commitment of a Chinese female teacher
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.04.008
When preschool girls engineer: Future imaginings of being and becoming an engineer
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100372
Discourse acquisition in peer talk – The case of argumentation among kindergartners
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100342
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100329
Socially responsive classrooms for students with special educational needs and disabilities
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100334
Expanding educational chronotopes with personal digital devices
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.002
Promoting self-determination for students with intellectual disability: A Vygotskian perspective
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.05.006
The intertwined effect of collaborative argumentation and whole-class talk on the process of scientific concept learning: A case study
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.07.005
Enhancing proactive safety management in schools using the change workshop method
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100348
Using sociocultural discourse analysis to analyse professional discourse
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.04.003
Teachers’ beliefs as a component of motivational force of professional agency
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.007
Teacher agency in professional development programmes – A case study of professional development material and collegial discussion
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100330
The interactional management of learner initiatives in social studies classroom discourse
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100341
Lived experience as a unit of analysis for the study of learning
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100345
What are children being taught in the mosque? Turkish mosque education in the Netherlands
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100326
The use of mathematics in early childhood classroom transitions to foster co-construction of knowledge, negotiation, and cultural mediation
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100320
Bridging known and new: Inquiry and intersubjectivity in parent-child interactions
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.011
Ontological not-knowing to contribute attaining practical wisdom: Insights from a not-knowing experience in ‘samba-de-gafieira’ dance to the value of being and responding from within our practical experience and practical knowledge
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.01.008
Cultivation of a deceiver – The emergence of a stage character in a student theatre production
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.005
Multi-theoretic research involving classroom video analysis: A focus on the unit of analysis
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100344
Mediated Development and the internalization of psychological tools in second language (L2) education
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100322
