The Dialogic Classroom International Research on Pedagogy, Practice, and Change

Christine Edwards-Groves is Professor and ARC Fellow, Griffith University, Australia. She researches literacy practices, dialogic pedagogies and middle leadership, and has particular expertise in practice theory (specifically, the theory of practice architectures) and action research. With Christina Davidson, she led a national study investigating dialogic change in primary school settings, followed by a three-year longitudinal action research focused on dialogic writing in diverse classrooms. Christine is also a chief investigator in a study examining the impact of middle leadership on student learning. Some of Christine’s co-authored publications include 'Becoming a Meaning Making: Talk and Interaction in the Dialogic Classroom' (2017); 'Middle Leadership in Schools: A Practical Guide for Leading Learning' (2020); 'Generative Leadership: Rescripting the Promise of Action Research' (2021); and 'Transition and Continuity in School Literacy Development' (2021).

Christina Davidson is Associate Professor in literacy education in the School of Education at Charles Sturt University, Australia. Her areas of expertise in teaching research methods include qualitative research methodologies and methods and transcription in qualitative research. Predominately, Christina’s research examines the social interaction of children during their everyday activity in homes, communities and classrooms, in particular ways that children’s social interactions contribute to literacy learning and literacy teaching. This work has encompassed social interactions during web searching in homes and preschools and social interactions that accomplish literacy lessons in primary school classrooms. Christina is a co-editor of the book 'Digital Childhoods: Technologies and Children’s Everyday Lives', and has recently been appointed as associate editor of the
Australian Journal of Language and Literacy
; and is also co-author of 'Conversation Analysis and a Cultural-Historical Approach: Comparing Research Perspectives on Children’s Storytellings' (2023).