Elisa CalcagniFriedrich Schiller University Jena | FSU · Department of Educational Science
Elisa Calcagni
PhD in Education at University of Cambridge
About
23
Publications
8,522
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188
Citations
Citations since 2017
Introduction
Elisa Calcagni is a Postdoctoral Research at the Chair for Research on Teaching and Learning at the Friedrich-Schiller University of Jena. She completed her PhD at the Faculty of Education, University of Cambridge (UK) as part of the CEDiR research group. Elisa is from Chile and does research in classroom practices (especially around educational dialogue), teacher professional development, and teaching methods.
Skills and Expertise
Additional affiliations
March 2011 - August 2015
Publications
Publications (23)
This theoretical article focuses on the dialogic teaching literature in an effort to build an integrative framework. We deem this necessary amidst an expanding field that still lacks a common vocabulary and means for integrating and comparing available approaches. In the framework, three domains that are key in dialogic teaching are outlined: Teach...
In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers’ reflective practice, focusing in this case on students’ equitable...
This paper presents a teacher professional development programme, based on a university–schools partnership and a collective reflection model, addressing the needs of in-service teacher education in Chile. First, the main challenges faced by both teachers and teacher education in Chile are summarised. Then, the foundations of this model are present...
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students’ self‐regulation and autonomy during segments involving teacher‐led pu...
A total of 1,482 videos of lessons performed by teachers, whose performance was assessed as satisfactory and outstanding in the teaching assessment and teacher accreditation programs implemented in Chile, were examined. The videos were recorded between 2005 and 2010, at the middle school level, in language and mathematics lessons. The Good Teaching...
Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded...
Research indicating the educational value of classroom dialogue, in which participants engage critically and constructively with other perspectives, is long established but classroom practice evolves slowly. Outcomes of practitioner professional development in this area are inconsistent and often dependent on costly, external input. Our study aimed...
Dialogic approaches based on active student participation, open,
respectful discussion, exploring and critiquing different perspectives
are increasingly found to support student learning. However, the specific
productive forms of teacher-student interaction have rarely been
studied systematically. A recent large-scale project explored the relations...
This dissertation is a mixed-methods study on the viability and impact of teacher-facilitated, school-embedded teacher professional development [TPD] programme to promote dialogue in primary mathematics in Chilean primary schools. Educational dialogue is conceived as a kind of talk that is both challenging and inclusive, giving students space to ex...
This Working Paper showcases the work of the Cambridge Educational Dialogue Research (CEDiR) group. We do this by presenting the paper in its dialogue form, in order to illustrate the very processes that we research. In all, this work was authored by a group of 22 staff and doctoral students. It is intended to be read and used by anybody with an in...
In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers’ reflective practice, focusing in this case on students’ equitable...
Dialogic teaching is grounded in the assumption that language plays a key role in shaping thinking and participation. Rich involvement in oral communication would be key to develop thinking and learning. Nevertheless, classroom research shows that this is not the case in most situations around the world, where education tends to be transmissive. In...
The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination. Res...
A key aspect of pre-service teachers training is students' participation in real-life educational contexts. However, students' access to these experiences is limited and training programs face practical limitations to fully mediate these experiences. This article comes from a research project aimed at developing an online repository of classroom vi...
Tras el terremoto y tsunami que azotaron el centro y sur de Chile en 2010, el gobierno impulsó un programa de reparación psicosocial a través del Ministerio de Vivienda y Urbanismo, con apoyo de la Unión Europea. Este Ministerio, en alianza con la Fundación Mustakis, encomendarn a la Fundación Huerquehue la implementación y desarrollo de una escuel...
Projects
Projects (5)
The "Learning to Teach-Lab: Science" provides a Digital Learning Environment as well as a physical Video Lab, both as a laboratory approach to enhance teacher candidates' learning to teach competencies during teacher training at the University. We conduct experimental studies in cooperation with schools to train specific teaching competencies (teacher-student interaction) and support the experience and reflection of innovative teaching materials.
We are scaling up the impact of previous research on classroom dialogue by trialling the T-SEDA pack: a custom-designed set of tools to support teacher-led inquiry focused on key features of classroom dialogue.
Teachers in the UK and around the world are already involved and we are looking to have more people on board! Write to T-SEDA@educ.cam.ac.uk to find out more.
The pack capitalises upon two recent research projects: the Scheme for Educational Dialogue Analysis (SEDA) and "Classroom dialogue: Does it really make a difference for student learning?"
