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).

• Dialogue the dialogic and dialogicality introducing talk and interaction in the dialogic classroom.- From being dialogic to dialogic being an asian perspective.- Promoting dialogic practices in mexican primary schools a comparative analysis.- We are having this problem lets have a meeting understanding two class meetings through dialogic restorative practices.- Beyond words researching the potential and challenges of learning through multimodal dialogue.- Creating dialogic space with adolescent multilingual learners the role of infographics.- Dialogic communities of writers dialogic approaches in the writing classroom.- Dialogic pedagogy for literacy learning in primary schools.- Listening a multidimensional participatory activity for meaning making.- Dialogic teaching practices for generating student use of disciplinary specific language and reasoning about language and text during classroom talk in senior high school science.- Quality talk for secondary students development of critical analytical thinking.- Using the mutual accomplishment of classroom talk for dialogic pedagogies.- Whats wrong with professional development for dialogic teaching.

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).

• Dialogue the dialogic and dialogicality introducing talk and interaction in the dialogic classroom.- From being dialogic to dialogic being an asian perspective.- Promoting dialogic practices in mexican primary schools a comparative analysis.- We are having this problem lets have a meeting understanding two class meetings through dialogic restorative practices.- Beyond words researching the potential and challenges of learning through multimodal dialogue.- Creating dialogic space with adolescent multilingual learners the role of infographics.- Dialogic communities of writers dialogic approaches in the writing classroom.- Dialogic pedagogy for literacy learning in primary schools.- Listening a multidimensional participatory activity for meaning making.- Dialogic teaching practices for generating student use of disciplinary specific language and reasoning about language and text during classroom talk in senior high school science.- Quality talk for secondary students development of critical analytical thinking.- Using the mutual accomplishment of classroom talk for dialogic pedagogies.- Whats wrong with professional development for dialogic teaching.

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).

• Dialogue the dialogic and dialogicality introducing talk and interaction in the dialogic classroom.- From being dialogic to dialogic being an asian perspective.- Promoting dialogic practices in mexican primary schools a comparative analysis.- We are having this problem lets have a meeting understanding two class meetings through dialogic restorative practices.- Beyond words researching the potential and challenges of learning through multimodal dialogue.- Creating dialogic space with adolescent multilingual learners the role of infographics.- Dialogic communities of writers dialogic approaches in the writing classroom.- Dialogic pedagogy for literacy learning in primary schools.- Listening a multidimensional participatory activity for meaning making.- Dialogic teaching practices for generating student use of disciplinary specific language and reasoning about language and text during classroom talk in senior high school science.- Quality talk for secondary students development of critical analytical thinking.- Using the mutual accomplishment of classroom talk for dialogic pedagogies.- Whats wrong with professional development for dialogic teaching.