tandf: Theory Into Practice: Table of ContentsTable of Contents for Theory Into Practice. List of articles from both the latest and ahead of print issues.
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tandf: Theory Into Practice: Table of Contentstandfen-USTheory Into PracticeTheory Into Practicehttps://www.tandfonline.com/cms/asset/1707d0e0-df36-44ef-9fc9-7595bea32e47/default_cover.jpg
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Transforming dialogic teaching-and-learning practices in education
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307839?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>Transforming dialogic teaching-and-learning practices in educationdoi:10.1080/00405841.2024.2307839Theory Into Practice2024-01-29T07:23:35ZSylvia Rojas-DrummondAna Laura Trigo-ClapésAna Luisa Rubio-JimenezJosé HernándezAna María MárquezFaculty of Psychology, National Autonomous University of Mexico, Mexico City, MexicoTheory Into Practice6322252382024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2307839https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307839?af=RDialogic space as liminal space for love: How one elementary teacher opened doors for widening community and perspective through letter writing
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307840?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>Dialogic space as liminal space for love: How one elementary teacher opened doors for widening community and perspective through letter writingdoi:10.1080/00405841.2024.2307840Theory Into Practice2024-02-13T02:49:40ZRebecca L. WitteMary M. JuzwikDepartment of Teacher Education, Michigan State University, East Lansing, MI, USATheory Into Practice6321982112024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2307840https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307840?af=R“When anybody speaks, we all need to be involved”: Classroom conditions that support dialogic space
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307558?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>“When anybody speaks, we all need to be involved”: Classroom conditions that support dialogic spacedoi:10.1080/00405841.2024.2307558Theory Into Practice2024-02-08T03:48:14ZMaureen P. BoydChristopher R. VasquezCara Monacoa Department of Learning and Instruction, University at Buffalo, Buffalo, New York, USAb Adult Education Division, Buffalo Public Schools, Buffalo, New York, USATheory Into Practice6321451572024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2307558https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307558?af=RThe role of provisional language in dialogic space
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307836?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>The role of provisional language in dialogic spacedoi:10.1080/00405841.2024.2307836Theory Into Practice2024-02-08T03:48:10ZFiona MaineSchool of Education, University of Exeter, Exeter, UKTheory Into Practice6321331442024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2307836https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307836?af=ROpening, deepening, and widening dialogic space in argument classrooms
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2309836?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>Opening, deepening, and widening dialogic space in argument classroomsdoi:10.1080/00405841.2024.2309836Theory Into Practice2024-02-12T08:39:28ZMin-Young KimDepartment of Curriculum and Teaching, School of Education and Human Sciences, University of Kansas, Lawrence, Kansas, USATheory Into Practice6321211322024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2309836https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2309836?af=RAfterword: Dialogic space
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2309840?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>Afterword: Dialogic spacedoi:10.1080/00405841.2024.2309840Theory Into Practice2024-03-26T05:29:32ZRupert WegerifFaculty of Education, University at Cambridge, Cambridge, UKTheory Into Practice6322392502024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2309840https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2309840?af=RCreating dialogic space around purposeful selection for reading and teaching diverse children’s literature
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2323426?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>Creating dialogic space around purposeful selection for reading and teaching diverse children’s literaturedoi:10.1080/00405841.2024.2323426Theory Into Practice2024-03-08T02:52:10ZChristina U. KingMaureen P. BoydSarah D. Reida Department of Learning and Instruction, Graduate School of Education, University at Buffalo, Buffalo, New York, USAb School of Teaching and Learning, College of Education, Illinois State University, Normal, Illinois, USATheory Into Practice6321701812024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2323426https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2323426?af=RDialogic space: An introduction
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2325309?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>Dialogic space: An introductiondoi:10.1080/00405841.2024.2325309Theory Into Practice2024-03-26T05:29:32ZMaureen P. BoydMichael B. Sherrya Department of Learning and Instruction, SUNY University at Buffalo, Buffalo, New York, USAb Department of Teaching and Learning, University of South Florida, Tampa, Florida, USATheory Into Practice6321151202024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2325309https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2325309?af=RDeepening dialogue: White preservice teachers’ use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307835?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>Deepening dialogue: White preservice teachers’ use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racismdoi:10.1080/00405841.2024.2307835Theory Into Practice2024-03-13T02:51:44ZMichael B. SherryMandie Bevels DunnJessica O’Briena Department of Teaching & Learning, University of South Florida, Tampa, Florida, USAb Center for Teaching and Learning, University of Tampa, Tampa, Florida, USATheory Into Practice6322122242024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2307835https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307835?af=RBlurring the boundaries: Opening and sustaining dialogic spaces
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307837?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>Blurring the boundaries: Opening and sustaining dialogic spacesdoi:10.1080/00405841.2024.2307837Theory Into Practice2024-02-21T02:16:04ZEdith BoutonAdam LefsteinAliza SegalJulia Snella The Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalemb School of Education, Ben-Gurion University of the Negev, Beer Sheva, Israelc School of English, University of Leeds, Leeds, UKTheory Into Practice6321821972024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2307837https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307837?af=RCan dialogic eventness be created?
https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307838?af=R
<a href="/toc/htip20/63/2">Volume 63, Issue 2</a>, Spring 2024<br/>. <br/>Volume 63, Issue 2, Spring 2024<br/>. <br/>Can dialogic eventness be created?doi:10.1080/00405841.2024.2307838Theory Into Practice2024-01-29T07:21:45ZAtle SkaftunNorwegian Reading Centre, University of Stavanger, Stavanger, NorwayTheory Into Practice6321581692024-04-02T07:00:00Z2024-04-02T07:00:00Z10.1080/00405841.2024.2307838https://www.tandfonline.com/doi/full/10.1080/00405841.2024.2307838?af=R