Publications: Journals
This page provides some key journal publications by the Thinking Together team. Please also visit Books and Chapters for other useful publications.
Warwick, P., Cook, V., Vrikki, M., Major, L., & Rasmussen, I. (2020). Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms. Learning, Culture and Social Interaction, 24, 100376. https://doi.org/10.1016/j.lcsi.2019.100376
Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187–199. https://doi.org/10.1016/j.ijer.2017.08.007
Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? Journal of the Learning Sciences, 0(0), 1–51. https://doi.org/10.1080/10508406.2019.1573730
Johnson, M., & Mercer, N. (2019). Using sociocultural discourse analysis to analyse professional discourse. Learning, Culture and Social Interaction, 21, 267–277. https://doi.org/10.1016/j.lcsi.2019.04.003
Major, L., Warwick, P., Rasmussen, I., Ludvigsen, S., & Cook, V. (2018). Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies, 23(5), 1995–2028. https://doi.org/10.1007/s10639-018-9701-y
Mannion, J. (2018). Metacognition, self-regulation, oracy: A mixed methods case study of a complex, whole-school Learning to Learn intervention. Doctoral thesis, Hughes Hall, University of Cambridge. Available at: https://doi.org/10.17863/CAM.36395
Mercer, N., Warwick, P., & Ahmed, A. (2017). An oracy assessment toolkit: Linking research and development in the assessment of students’ spoken language skills at age 11-12. Learning and Instruction, 48(Supplement C), 51–60. https://doi.org/10.1016/j.learninstruc.2016.10.005
Mercer, N. & Warwick, P. (2017) Identifying and assessing students’ spoken language skills. Impact, 1, 15-17.
Wegerif, R., Fujita, T., Doney, J., Linares, J. P., Richards, A., & Van Rhyn, C. (2017). Developing and trialing a measure of group thinking. Learning and Instruction, 48, 40-50.
Kazak, S., Wegerif, R., & Fujita, T. (2015). The importance of dialogic processes to conceptual development in mathematics. Educational Studies in Mathematics, 90(2), 105-120.
Mercer, N. (2013). The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn. Educational Psychologist, 48(3), 148-168.
Warwick, P., Mercer, N., & Kershner, R. (2013). ‘Wait, let’s just think about this’: Using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities. Learning, Culture and Social Interaction, 2(1), 42–51. https://doi.org/10.1016/j.lcsi.2012.12.004
Kershner, R., Warwick, P., Mercer, N. & Kleine Staarman, J. (2012) Primary children's management of themselves and others in collaborative group work: ‘Sometimes it takes patience …’. Education 3-13: International Journal of Primary, Elementary and Early Years Education. http://www.tandfonline.com/doi/abs/10.1080/03004279.2012.670255
Mercer, N. & Howe, C. (2012) Explaining the dialogic processes of teaching and learning: the value of sociocultural theory. Learning, Culture and Social Interaction, 1, 1,12–21.
Flitton, L., & Warwick, P. (2012). From classroom analysis to whole-school professional development: Promoting talk as a tool for learning across school departments. Professional Development in Education, 1–23. https://doi.org/10.1080/19415257.2012.719288
Soong, B. & Mercer, N. (2011) Improving Students' Revision of Physics Concepts through ICT-based Co-construction and Prescriptive Tutoring'. International Journal of Science Education, 33, 8, 1055-1078.
Warwick, P., Hennessy, S., & Mercer, N. (2011). Promoting teacher and school development through co-enquiry: Developing interactive whiteboard use in a ‘dialogic classroom’. Teachers and Teaching: Theory and Practice, 17(3), 303–324.
Mercer, N. Hennessy, S. & Warwick, P. (2010) Using interactiv e whiteboards to orchestrate classroom dialogue. Technology, Pedagogy and Education, 19, 2, 195-209.
Mercer, N., Dawes, L. and Staarman, J.K. (2009) Dialogic teaching in the primary science classroom, Language and Education, 23, 4, 353-369.
Mercer, N., Warwick, P., Kershner, R. and Kleine Staarman, J. (2010) Can the interactive whiteboard provide ‘dialogic space’ for children’s collaborative activity? Language and Education 24, 4, 1-18.
Soong, B., Mercer, N. & Siew, S.E. (2010) Revision by means of computer-mediated peer discussions. Physics Education, 45, 3, 264-269.
Dawes, L. Dore, B., Loxley, P., and Nicholls, L. (2010) A talk focus for promoting enjoyment and developing understanding in science. English Teaching: Practice and Critique September, 2010, 9, 2, 99-110. http://education.waikato.ac.nz/research/files/etpc/files/2010v9n2nar1.pdf
Warwick, P., Mercer, N., Kershner, R. and Kleine Staarman, J. (2010) 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. Computers and Education, 55, 350-362.
Mercer, N. (2009) The analysis of classroom talk: methods and methodologies. British Journal of Educational Psychology, 80, 1-14.
Dawes, L. (2008) Encouraging students’ contributions to dialogue during science. School Science
Mercer, N. (2008) The Seeds of Time: why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences, 17, 1, 33-59.
Mercer, N. and Sams, C. (2006) Teaching children how to use language to solve maths problems, Language and Education, 20, 6, 507-528.
Wegerif, R., Perez, J., Rojas-Drummond, S., Mercer, N., and Velez, M. (2005) Thinking Together in the UK and Mexico: transfer of an educational innovation. Journal of Classroom Interaction, 40, 1, 40-48.
Mercer, N. (2005) Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1, 2, 137-168.
Littleton, K., Mercer, N., Dawes, L., Wegerif, R., Rowe, D., and Sams, C. (2005) Talking and Thinking Together at Key Stage 1. Early Years: An International Journal of Research and Development.
Dawes, L. (2004) Talk and learning in classroom science, International Journal of Science Education, 26, 6-677-695.
Rojas-Drummond, S. and Mercer, N. (2004) Scaffolding the development of effective collaboration and learning, International Journal of Educational Research, 39, 99-111.
Mercer, N., Dawes, R., Wegerif, R., and Sams, C. (2004) Reasoning as a scientist: ways of helping children to use language to learn science. British Educational Research Journal, 30, 3, 367-385.
Wegerif, R. (2004) The role of educational software as a support for teaching and learning conversations. Computers and Education . (Special edition of selected papers from the CAL'03 conference).
Mercer, N., Dawes, L., Wegerif, R., Sams, C. (2004) Reasoning as a scientist: ways of helping children to use language to learn science. British Educational Research Journal.
Wegerif, R., Mercer, N., Littleton, K., Rowe., and Dawes, L. (2004) Widening Access to Educational Opportunities through Teaching Children how to Reason Together. Final report to the Esmée Fairbairn Foundation.
Mercer, N., Fernandez, M., Dawes, L., Wegerif, R., and Sams, C. (2003) Talk about texts; using ICT to develop children's oral and literate abilities. Reading, Literacy and Language, 37, 2, 81-89.
Fernandez-Cardenas, F.M., Wegerif,R., Mercer, N. and Rojas-Drummond, S. (2001) Re-conceptualizing "Scaffolding" and the Zone of Proximal Development in the context of symmetrical collaborative learning. Journal of Classroom Interaction, 36/37, 2/1, 40-54.
Wegerif, R., Mercer, N., and Dawes, L. (1999) From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development. Learning and Instruction. 493-516.
Wegerif, R. (1999) Two models of reason in education. The School Field. 3-4: 76-105.
Mercer, N., Wegerif, R., and Dawes, L. (1999) Children's Talk and the Development of Reasoning in the Classroom. British Educational Research Journal. 1: 95-111.
Wegerif, R., Mercer, N. and Dawes, L. (1998) Software Design to Support Discussion in the Primary Classroom. Journal of Computer Assisted Learning.
Wegerif, R. (1996) Using computers to help coach exploratory talk across the curriculum. Computers and Education. 1-3: 51-60.
Wegerif, R. (1996) Collaborative learning and directive software. Journal of Computer Assisted Learning. 1: 22-32.
Mercer, N. (1996) The quality of talk in children's collaborative activity in the classroom. Learning and Instruction, 6, 4 / International Journal of Educational Research, 26, 4. 0: 359-378.
Mercer, N. (1994) The quality of talk in children's joint activity at the computer. Journal of Computer Assisted Learning. 10: 24-32.