Paul Warwick
Paul Warwick
Senior Lecturer, Faculty of Education, University of Cambridge
Verified email at cam.ac.uk - Homepage
TitleCited byYear
Using interactive whiteboards to orchestrate classroom dialogue
N Mercer, S Hennessy, P Warwick
Technology, Pedagogy and Education 19 (2), 195-209, 2010
1962010
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
P Warwick, N Mercer, R Kershner, JK Staarman
Computers & Education 55 (1), 350-362, 2010
1752010
Using concept cartoons to support progression in students' understanding of light
P Stephenson, P Warwick
Physics Education 37 (2), 135, 2002
1412002
Can the interactive whiteboard help to provide ‘dialogic space’for children's collaborative activity?
N Mercer, P Warwick, R Kershner, JK Staarman
Language and education 24 (5), 367-384, 2010
1302010
Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities?
R Kershner, N Mercer, P Warwick, JK Staarman
International Journal of Computer-Supported Collaborative Learning 5 (4 …, 2010
1182010
Primary teachers’ understanding of the interactive whiteboard as a tool for children’s collaborative learning and knowledge‐building
P Warwick, R Kershner
Learning, Media and Technology 33 (4), 269-287, 2008
892008
A dialogic inquiry approach to working with teachers in developing classroom dialogue
S Hennessy, N Mercer, P Warwick
Teachers college record 113 (9), 1906-1959, 2011
712011
How primary trainee teachers perceive the development of their own scientific knowledge: Links between confidence, content and competence?
T Shallcross, E Spink, P Stephenson, P Warwick
International Journal of Science Education 24 (12), 1293-1312, 2002
692002
Primary children's management of themselves and others in collaborative group work: ‘Sometimes it takes patience …’
R Kershner, P Warwick, N Mercer, J Kleine Staarman
Education 3-13 42 (2), 201-216, 2014
482014
Developing pupils' written expression of procedural understanding through the use of writing frames in science: Findings from a case study approach
P Warwick, P Stephenson, J Webster, J Bourne
International Journal of Science Education 25 (2), 173-192, 2003
462003
Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics
P Warwick, M Vrikki, JD Vermunt, N Mercer, N van Halem
Zdm 48 (4), 555-569, 2016
452016
Promoting teacher and school development through co‐enquiry: developing interactive whiteboard use in a ‘dialogic classroom’
P Warwick, S Hennessy, N Mercer
Teachers and Teaching: Theory and practice 17 (3), 303-324, 2011
442011
Scaffolding speech and writing in the primary classroom: A consideration of work with literature and science pupil groups in the USA and UK
P Warwick, B Maloch
Reading 37 (2), 54-63, 2003
432003
Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions
M Vrikki, P Warwick, JD Vermunt, N Mercer, N Van Halem
Teaching and Teacher Education 61, 211-224, 2017
422017
Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry
N Mercer, S Hennessy, P Warwick
International Journal of Educational Research 97, 187-199, 2019
372019
A comparison of primary school pupils' ability to express procedural understanding in science through speech and writing
P Warwick, RS Linfield, P Stephenson
International Journal of Science Education 21 (8), 823-838, 1999
341999
‘Wait, let's just think about this’: Using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities
P Warwick, N Mercer, R Kershner
Learning, Culture and Social Interaction 2 (1), 42-51, 2013
322013
An oracy assessment toolkit: Linking research and development in the assessment of students' spoken language skills at age 11-12
N Mercer, P Warwick, A Ahmed
Learning and Instruction 48, 51-60, 2017
302017
Classroom dialogue and digital technologies: A scoping review
L Major, P Warwick, I Rasmussen, S Ludvigsen, V Cook
Education and information technologies 23 (5), 1995-2028, 2018
292018
‘You have to give them some science facts’: Primary student teachers’ early negotiations of teacher identities in the intersections of discourses about science teaching and …
AT Danielsson, P Warwick
Research in Science Education 44 (2), 289-305, 2014
252014
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