I explore the cognitive and social dimensions of learning through human interaction. I am a strong proponent of a multidisciplinary, multi-method approach to the study of learning through interaction. In my own research, I combine controlled experiments, detailed dialogue analyses and self-report data collection methods and am informed by theories from cognitive science, social psychology, communication, and developmental psychology. Topic-wise, my research interests are in group learning, argumentation, teacher support of learning dialogues, conceptual change, teacher pedagogical reasoning, computer-mediated communication and teacher learning in school-based communities.
Recent Publications
- Controversies and consensus in research on dialogic teaching and learning
- Refutation texts and argumentation for conceptual change:A winning or a redundant combination?
- The Turker blues: Hidden factors behind increased depression rates in Amazon's Mechanical Turk
- The digital footprints of adolescent depression, social rejection and victimization of bullying on Facebook
- WhatsApp, teacher? Secondary school teachers and students on WhatsApp
- Enablers and inhibitors of productive peer argumentation: Exploring the role of individual achievement goals and gender.
