Program

Prof. Dr. Fritz C. Staub is Professor of Upper-Secondary Education Studies and Research on Learning and Teaching at the University of Zurich. He was a leading developer of Content-Focused Coaching in professional development and pre-service teacher education. He conducted various research projects on the implementation and effects of this approach in teacher education for different levels of schooling. His research interests are mentoring and coaching in teacher education and professional development as well as classroom research on productive classroom talk. He will give the introductory keynote of the conference that aims to combine the different research strands on orchestrating productive learning discourses in classrooms with discourse on teaching aiming to advance teacher learning.

Prof. Dr. Michelene (Micki) T.H. Chi is a Regents Professor in the Mary Lou Fulton Teachers College, at Arizona State University. She is a cognitive and learning science researcher and internationally known for developing the ICAP framework that differentiates students’ active engagement behaviors with educational material into four modes: collaborative/Interactive, generative/Constructive, manipulative/Active, and attentive/Passive, and predicts that I>C>A>P. Professor Chi is also interested in instructional videos for online learning and proposes that videos of tutorial dialog are more effective for student learning than didactic monolog videos. In her talk she will briefly describe the ICAP framework and empirical results from K-12 classrooms that suggest how teachers can elicit higher Constructive mode of classroom interactions. Prof. Chi received multiple lifetime achievements awards, including the Distinguished Contributions to Research in Education Award from AERA in 2016, the Rumelhart Prize from Cognitive Science in 2018, the McGraw Prize in Education in 2020, and the William James Fellow from Association for Psychological Science in 2021.

Prof. Dr. Christa Asterhan is Associate Professor at the Seymour Fox School of Education at the Hebrew University of Jerusalem. In her research, she explores the cognitive and social dimensions of learning through human-human verbal interaction, using multidisciplinary, multi-method approaches. In her keynote titled "New and old frontiers in the study of dialogic learning and teaching" she will discuss, in broad strokes, the main issues that scholars of dialogic learning and teaching seem to have converged on, as well as outline several new frontiers that are currently being explored.

Prof. Dr. Christine Pauli is a professor in the Department of Educational Sciences at the University of Fribourg. Prof. em. Dr. Kurt Reusser is a former professor Research on Learning, Instruction, and Didactics at the University of Zurich. They both have conducted extensive research on dialogic classroom talk. In their keynote session entitled "Fostering classroom talk in Switzerland - results from a teachers' professional development study" they will present data from the Socrates 2.0 project in which they elaborated if and how teachers might be enabled to improve their whole-class discussions towards a more dialogic, student-activating and subject-specific talk.

Prof. Dr. Hilda Borko is the Charles E. Ducommun Professor of Education at the Stanford Graduate School of Education.She is a former president of the American Educational Research Association and a member of the U.S. National Academy of Education. She is internationally known for her research on learning to teach, the impact of teacher professional development programs on teachers and students, and the preparation of professional development leaders.

Prof. Borko’s current projects include partnerships with local school districts to improve teaching and professional development in mathematics and science, and to build capacity within the school districts to prepare and support professional development leaders. Her keynote entitled “Professional development for productive learning discourse” will focus on the mathematics partnership. Prof. Borko will discuss the use of classroom video as a professional development tool to support teacher’ analysis of students’ mathematical understanding and participation in groupwork, and as a research tool to study teacher learning.  

Prof. Dr. Michaels research focusses on academically productive talk from pre-kindergarten through high school. She is working on curriculum and professional development so that it focuses central attention on rigorous, coherent, and equitable classroom discourse. Michaels is also a co-author of the suite of tools, Accountable Talk: Classroom Conversation that Works (in collaboration with the Institute for Learning at the University of Pittsburgh), which is currently being used in large urban districts throughout the US. In promoting teacher research, she works to support teachers as theorizers, curriculum innovators, and educational leaders who use the tools of discourse analysis in generating new and useable knowledge for improving instruction and student learning in their own and others' classrooms. Her keynote is entitled "Scaling up teachers' use of productive talk moves".

Prof. Dr. Lindsay Clare Matsumura is a Professor in the Department of Teaching, Learning, and Leading at the University of Pittsburgh. She holds a joint-appointment as a Senior Scientist at the Learning Research and Development Center, where she co-directs the Institute for Learning. Her research centers around literacy instruction and learning. She is especially interested in understanding processes of teacher learning to enact dialogic instruction through remote literacy coaching, the use of artificial intelligence to improve formative feedback and students’ text-based argument writing, and the integration of reading and writing in both face-to-face and online classrooms. Her talk is entitled "Advancing teachers’ enactment of high-quality classroom discourse through (web-meditated) Content-Focused Coaching".

Prof. Dr. Sara Hennessy is a Professor of Teacher Development and Pedagogical Innovation at the Faculty of Education, University of Cambridge. Her research is executed in both UK and low-income country contexts and focuses on classroom dialogue, across subject areas and in contexts with and without technology. She also researches the educational uses of digital technology, from a sociocultural perspective and is interested in assessing the impacts of teacher professional development and inquiry, creating supporting interactive multimedia resources. Prof. Hennessy is a founding member and co-leader of the Cambridge Educational Dialogue Research (CEDiR) Group. 

This keynote talk explores the role that digital technology can play in mediating dialogue that is productive for learning. It considers the methods that researchers and teachers can use to understand the learning taking place in technology-supported settings where nonverbal or multimodal interactions with digital knowledge artefacts take place. These interactions can support rich new forms of dialogue that highlight differences between participants’ perspectives and make ideas and reasoning processes more explicit. It presents a new 12-category coding scheme, Tech-SEDA (adapted from SEDA, the Cam-UNAM Scheme for Educational Dialogue Analysis developed by Hennessy, Rojas-Drummond et al., 2016). Application is illustrated with examples of dialogic interaction across diverse technology uses by learners located in classrooms or remotely. The talk discusses the methodological issues around capturing dynamic multimodal dialogue as it unfolds in real time. 

Prof. Dr. Sten Ludvigsen is a Professor in Learning and Digitalization in the Faculty of Education at the University of Oslo. He has been carrying out research on how to foster social and cognitive skills using digital learning resources in the educational sector and in workplace settings. Prof. Ludvigsen has long experience in academic leadership and in research education teaching, supervision and leadership at both international, national and university level. He led and chaired numerous educational research institutions, committees and networks. 

His keynote talk is entitled "Digital technologies and digitalized dialogues for the advancement of classroom dialogue across subjects".

Prof. Dr. Jan Vermunt is a Professor of Learning Sciences and Educational Innovation at Eindhoven University of Technology and Scientific Director of Eindhoven School of Education. His expertise area are the learning sciences, with a focus on teaching and student learning in higher education, and teachers' learning and professional development. In his work he tries to cross traditional boundaries between separate research communities, between communities of practice, and between research and practice to advance our knowledge about teachers’ and students’ learning.  This final keynote session entitled "On the relationship between student learning and teacher learning and why it matters for the advancement of teacher education and teacher professional development" will draw attention to a more interconnected way to study productive learning discourses.