2019
Vrikki, M., Wheatley, L., Howe, C., Hennessy, S. and Mercer, N., 2019. Dialogic practices in primary school classrooms Language and Education, v. 33
Doi: http://doi.org/10.1080/09500782.2018.1509988
2017 (Accepted for publication)
Mercer, N., Hennessy, S. and Warwick, P., 2017 (Accepted for publication). Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry International Journal of Educational Research,
Doi: http://doi.org/10.1016/j.ijer.2017.08.007
2017
Ruthven, K., Mercer, N., Taber, KS., Guardia, P., Hofmann, R., Ilie, S., Luthman, S. and Riga, F., 2017. A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention Research Papers in Education, v. 32
Doi: http://doi.org/10.1080/02671522.2015.1129642
Vrikki, M., Warwick, P., Vermunt, JD., Mercer, N. and Van Halem, N., 2017. Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions Teaching and Teacher Education, v. 61
Doi: http://doi.org/10.1016/j.tate.2016.10.014
Warwick, PT. and Mercer, N., 2017. Identifying and assessing students' spoken language skills. Impact, Issue 1. Chartered College of Teaching UK,
2016
Hofmann, RJ., Hennessy, S., Rojas-Drummond, S., Barrera, MJ., García Carrión, R., Howe, C., Kershner,, R., Littleton, K., Marquez, AM. and Mercer, N., 2016. Developing a coding scheme for analysing classroom dialogue across d educational contexts. Learning, Culture and Social Interaction, v. 9
Doi: http://doi.org/10.1016/j.lcsi.2015.12.001
Warwick, P., Vrikki, M., Vermunt, JD., Mercer, N. and van Halem, N., 2016. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics ZDM - Mathematics Education, v. 48
Doi: http://doi.org/10.1007/s11858-015-0750-z
2015
Howe, C., Ilie, S., Guardia, P., Hofmann, R., Mercer, N. and Riga, F., 2015. Principled Improvement in Science: Forces and proportional relations in early secondary–school teaching International Journal of Science Education, v. 37
Doi: http://doi.org/10.1080/09500693.2014.975168
Howe, C., Luthman, S., Ruthven, K., Mercer, N., Hofmann, R., Ilie, S. and Guardia, P., 2015. Rational number and proportional reasoning in early secondary school: towards principled improvement in mathematics Research in Mathematics Education, v. 17
Doi: http://doi.org/10.1080/14794802.2015.1019914
2014
Kershner, R., Warwick, P., Mercer, N. and Kleine Staarman, J., 2014. Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience...' Education 3-13, v. 42
Doi: http://doi.org/10.1080/03004279.2012.670255
2013
Warwick, P., Mercer, N. and Kershner, R., 2013. 'Wait, let's just think about this': Using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities Learning, Culture and Social Interaction, v. 2
Doi: http://doi.org/10.1016/j.lcsi.2012.12.004
Mercer, NM., 2013. The social brain, language and goal-orientated collective thinking: a social conception
of cognition and its implications for understanding how we think, teach and learn Educational Psychologist,
Doi: http://doi.org/10.1080/00461520.2013.804394
2012
Mercer, N. and Howe, C., 2012. Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory Learning, Culture and Social Interaction, v. 1
Doi: http://doi.org/10.1016/j.lcsi.2012.03.001
2011 (No publication date)
Mercer, NM. and Dawes, L., 2011 (No publication date). Making most of talk. English Drama Media,
2011
Soong, B. and Mercer, N., 2011. Improving students' revision of physics concepts through ICT-based co-construction and prescriptive tutoring International Journal of Science Education, v. 33
Doi: http://doi.org/10.1080/09500693.2010.489586
Hennessy, S., Mercer, N. and Warwick, P., 2011. A Dialogic Inquiry Approach to Working With Teachers in Developing Classroom Dialogue TEACH COLL REC, v. 113
Warwick, P., Hennessy, S. and Mercer, N., 2011. Promoting teacher and school development through co-enquiry: Developing interactive whiteboard use in a 'dialogic classroom' Teachers and Teaching: Theory and Practice, v. 17
Doi: http://doi.org/10.1080/13540602.2011.554704
2010
Warwick, P., Mercer, N., Kershner, R. and Staarman, JK., 2010. In the mind and in the technology: The vicarious presence of the teacher in pupil's learning of science in collaborative group activity at the interactive whiteboard COMPUT EDUC, v. 55
Doi: http://doi.org/10.1016/j.compedu.2010.02.001
Soong, B., Mercer, NM. and Siew, SE., 2010. Revision by means of computer-mediated peer discussions. Physics Education, v. 45
Simpson, A., Mercer, N. and Majors, Y., 2010. Editorial: Douglas Barnes revisited: If learning floats on a sea of talk, what kind of talk? And what kind of learning? ENGL TEACH-PRACT CRI, v. 9
Kershner, R., Mercer, N., Warwick, P. and Staarman, JK., 2010. Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities? INT J COMP-SUPP COLL, v. 5
Doi: http://doi.org/10.1007/s11412-010-9096-2
Mercer, N., Warwick, P., Kershner, R. and Staarman, JK., 2010. Can the interactive whiteboard help to provide 'dialogic space' for children's collaborative activity? LANG EDUC-UK, v. 24
Doi: http://doi.org/10.1080/09500781003642460
2009
Mercer, NM., Dawes, L. and Staarman, JK., 2009. Dialogic teaching in the primary science classroom. Language and Education, v. 23
Mercer, NM., 2009. The analysis of classroom talk: methods and methodologies. British Journal of Educational Psychology, v. 80
Soong, B., Mercer, N. and Er, SS., 2009. Students' difficulties when solving physics problems: Results from an ICT-infused revision intervention Proceedings of the 17th International Conference on Computers in Education, ICCE 2009,
2008
Mercer, NM., 2008. The seeds of time: why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences, v. 17
Mercer, NM., 2008. Talk and the development of reasoning and understanding. Human Development, v. 51
Gillen, J., Littleton, K., Twiner, A., Staarman, JK. and Mercer, N., 2008. Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, v. 24
Mercer, NM., 2008. Classroom dialogue and the teacher's role. Education Review, v. 21
Mercer, N., 2008. Changing our minds: a commentary on 'Conceptual change: a discussion of theoretical, methodological and practical challenges for science education' Cultural Studies of Science Education,
Doi: http://doi.org/10.1007/s11422-008-9099-8
2007
Mercer, N., 2007. Commentary on the reconciliation of cognitive and sociocultural accounts of conceptual change EDUC PSYCHOL, v. 42
Gillen, J., Staarman, JK., Littleton, K., Mercer, N. and Twiner, A., 2007. A 'learning revolution'? Investigating pedagogic practice around interactive whiteboards in British primary classrooms Learning, Media and Technology, v. 32
Doi: http://doi.org/10.1080/17439880701511099
2006
Mercer, N. and Sams, C., 2006. Teaching children how to use language to solve maths problems Language and Education, v. 20
Doi: http://doi.org/10.2167/le678.0
2004
