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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue
Maria Vrikki, Ruth Kershner, Elisa Calcagni, et al.
International Journal of Research & Method in Education (2018) Vol. 42, Iss. 2, pp. 185-203
Closed Access | Times Cited: 41

Showing 1-25 of 41 citing articles:

Implications for Social Impact of Dialogic Teaching and Learning
Rocío García-Carrión, Garazi López de Aguileta, María Padrós Cuxart, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 93
Characteristics of primary school mathematics classroom discourse for cultivating higher-order thinking: Analysis based on classroom videos of Chinese primary school expert teachers
Dongwei Yu, Youchu Huang
International Journal of Educational Research (2025) Vol. 131, pp. 102577-102577
Closed Access
Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm
Samuel Falcón, Wilfried Admiraal, Jaime León
Learning and Instruction (2023) Vol. 86, pp. 101750-101750
Open Access | Times Cited: 15
Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach
Elisa Calcagni, Farah Ahmed, Ana Laura Trigo-Clapés, et al.
Teaching and Teacher Education (2023) Vol. 126, pp. 104067-104067
Open Access | Times Cited: 13
Let them all talk: equitable participation in classroom dialogue as a result of an intervention programme
Klára Šeďová, Martin Sedláček, Zuzana Šalamounová, et al.
Language and Education (2025), pp. 1-19
Open Access
If They Talk More During Lessons, Will They Achieve Better? Unlocking the Reciprocal Relationship Between Student Verbal Participation and Achievement
Martin Sedláček, Klára Šeďová, Roman Švaříček, et al.
Studia paedagogica (2025) Vol. 29, Iss. 3, pp. 30-51
Open Access
Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue
Lydia Cao, Ruth Kershner, Sara Hennessy
Language and Education (2025), pp. 1-24
Closed Access
Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach
Sara Hennessy, Ruth Kershner, Elisa Calcagni, et al.
Review of Education (2021) Vol. 9, Iss. 3
Open Access | Times Cited: 28
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature
Tao Yang, Gaowei Chen
Learning Culture and Social Interaction (2023) Vol. 39, pp. 100702-100702
Closed Access | Times Cited: 12
Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education
Hongzhi Yang
System (2020) Vol. 96, pp. 102401-102401
Closed Access | Times Cited: 22
Teachers’ engaging messages, students’ motivation to learn and academic performance: The moderating role of emotional intensity in speech
Samuel Falcón, Jesús B. Alonso, Jaime León
Teaching and Teacher Education (2023) Vol. 136, pp. 104375-104375
Open Access | Times Cited: 7
The Relationship Between Teacher Talk and Students’ Academic Achievement: A Meta-Analysis
Tao Yang, Gaowei Chen
Educational Research Review (2024) Vol. 45, pp. 100638-100638
Closed Access | Times Cited: 2
Developing Shared Ways of Seeing Data: The Perils and Possibilities of Achieving Intercoder Agreement
Sherice N. Clarke, S Sushil, Katherine Dennis, et al.
International Journal of Qualitative Methods (2023) Vol. 22
Closed Access | Times Cited: 6
ClassInSight: Designing Conversation Support Tools to Visualize Classroom Discussion for Personalized Teacher Professional Development
Tricia J. Ngoon, S Sushil, Angela Stewart, et al.
(2024), pp. 1-15
Open Access | Times Cited: 1
Advancing the In-Class Dialogic Quality: Developing an Artificial Intelligence-Supported Framework for Classroom Dialogue Analysis
Xian Li, Guangxin Han, Bei Fang, et al.
The Asia-Pacific Education Researcher (2024)
Open Access | Times Cited: 1
Buenas prácticas para fomentar la interacción en las aulas universitarias
Carmen Álvarez Álvarez, Lidia Sanchez‐Ruiz
Revista Iberoamericana de Educación Superior (2024), pp. 98-104
Open Access | Times Cited: 1
Research on the correlation between teacher classroom questioning types and student thinking development from the perspective of discourse analysis
Xiarizhati Niyazi, Xiaopeng Wu
Instructional Science (2024)
Closed Access | Times Cited: 1
Exploring Higher-Order Thinking in Higher Education Seminar Talk
Marion Heron, David Palfreyman
College Teaching (2021) Vol. 71, Iss. 4, pp. 252-259
Open Access | Times Cited: 11
Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability: A Sociocultural Discourse Analysis of Their Discussion about Goal Setting
Ana Luisa Rubio‐Jimenez, Ruth Kershner
Social Sciences (2020) Vol. 9, Iss. 11, pp. 200-200
Open Access | Times Cited: 4
How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework
Stéphane Clivaz, Audrey Daina, Valérie Batteau, et al.
International Journal for Lesson and Learning Studies (2022) Vol. 12, Iss. 1, pp. 21-37
Closed Access | Times Cited: 3
Patterns of talk in Foundation Year small group interaction: making the case for educational dialogue
Marion Heron, Harriet R. Tenenbaum, Robert J. Hatch
Journal of Further and Higher Education (2022) Vol. 47, Iss. 4, pp. 450-464
Closed Access | Times Cited: 3
Technology of dialogic interaction as a means of fostering polyculturalism with future foreign language teachers
Оксана Чайка
Humanitarian studios pedagogics psychology philosophy (2022) Vol. 13, Iss. 3
Open Access | Times Cited: 3
A study of the developmental trajectory of students’ interactive dialogue model in middle school information technology course: An epistemic network analysis
Yan Wang, Xiaoming Wang
Education and Information Technologies (2024) Vol. 29, Iss. 17, pp. 23657-23686
Closed Access
When Tutors Simultaneously Instruct Students from the Primary, Middle, and High School Levels in Online One-on-One Tutoring: Investigating the Interaction Dynamics Using AI, ENA, and LSA Methods
Deliang Wang, Lei Gao, Dapeng Shan, et al.
Journal of Science Education and Technology (2024)
Closed Access
Mapping dialogic space in exploratory, disputational, and cumulative talk: a linguistic analysis
D P Thomas, Carol Murphy, Tracey Muir
Language and Education (2024), pp. 1-23
Closed Access
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