系统化教育对话分析工具包（英文：Toolkit for Systematic Educational Dialogue Analysis，T-SEDA）是一组开放可用的资源，旨在帮助您促进教学和学习环境中的高质量对话。
- D101: 什么是教育对话？
- D102: 您的教学实践中的对话水平如何？
- D103: T-SEDA反思性探究
- Boissard, Bénédicte: T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses
Setting: Upper secondary education, Canada Added: 28-03-2023 Permalink: https://hdl.handle.net/20.500.14069/44
- Feliciani, Karolyn: How can microblogging be used to facilitate an online community of practice and increase dialogic thinking?
Setting: Short-cycle tertiary education, Pakistan Added: 26-02-2023 Permalink: https://hdl.handle.net/20.500.14069/43
- West, Rachel: How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board?
Setting: Lower secondary education, United States of America Added: 07-11-2022 Permalink: https://hdl.handle.net/20.500.14069/41
- Connolly, Liam: Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development
Setting: Primary education, United Kingdom Added: 28-09-2022 Permalink: https://hdl.handle.net/20.500.14069/32
- Maas, Francine: How can critical thinking best be developed in adolescents through a dialogic classroom approach?
Setting: Lower secondary education, United Kingdom Added: 09-09-2022 Permalink: https://hdl.handle.net/20.500.14069/22
研究团队：Sara Hennessy教授 (firstname.lastname@example.org)
To cite the T-SEDA toolkit: T-SEDA Collective (2023). Toolkit for Systematic Educational Dialogue Analysis (T-SEDA): A resource for inquiry into practice. v.9. University of Cambridge. http://bit.ly/T-SEDA
Sara Hennessy, Ruth Kershner, Elisa Calcagni, Farah Ahmed, Victoria Cook, Laura Kerslake, Lisa Lee and Maria Vrikki of the University of Cambridge Faculty of Education, and Nube Estrada and Flora Hernández of the National Autonomous University of Mexico. We are very grateful to the numerous colleagues who have contributed in some way or other to T-SEDA development over the last few years. This includes those who assisted with translation into Spanish, Chinese, French, Arabic, Italian, Japanese, Hebrew and Dutch (Ana Laura Trigo Clapés, Elisa de Padua, Elisa Izquierdo, Qian Liu, Yun Long, Ji Ying, Chih Ching Chang, Delphine Cestonaro, Benzi Slakmon, Orianne Monashe, Orly Shapira, Haydeé Ceballos, Keiko Aramaki, Tomonori Ichiyanagi, Ayano Ikeda, Kaori Kanai, Naomi Kagawa, Kiyomi Shijo, Lu Xiaoyun, Arwa Al Qassim, Chiara Piccini, Patricia Brooks).
The original work on T-SEDA (and its precursor SEDA) was supported by the British Academy (International Partnership and Mobility Scheme) through the 3-year project entitled “A Tool for Analysing Dialogic Interactions in Classrooms” (2013-2015), led by Sara Hennessy and Sylvia Rojas-Drummond at the University of Cambridge, UK, and the National Autonomous University of Mexico: http://tinyurl.com/BAdialogue. The Mexican work was supported by the Dirección General de Asuntos del Personal Académico of the National Autonomous University of Mexico (DGAPA-UNAM) (PAPIIT Project Number: IN303313 and PAPIME Number: PE305814). We appreciate the support of the Economic and Social Research Council (RES063270081; RES000230825), sponsor of most of the UK team’s preceding work in this area. Our most recent ESRC project (ES/M007103/1) entitled ‘Classroom Dialogue: Does it Make a Difference for Student Learning?’ (Christine Howe, Sara Hennessy, Neil Mercer, Maria Vrikki & Lisa Wheatley, 2015-17: http://tinyurl.com/ESRCdialogue) drew on SEDA to develop CDAS, a new 12-category scheme and rating scales, testing them extensively with a large sample of 72 teachers of children aged 10-11. Statistical analyses of the relationships between dialogic teaching and student attainment and attitudes produced findings that have shaped this version of the toolkit. An ESRC Impact Acceleration grant supported further development of the toolkit and trials across diverse educational contexts in seven countries in 2018-19.
T-SEDA is used globally by practitioners from pre-school years to higher education. We thank all of the facilitators, teachers and students who participated in our research and testing across several countries from which examples in this toolkit have been taken with their kind permission. Some names have been changed where teachers wished to remain anonymous. Photographs appearing in the toolkit are derived from our research studies; permissions have been received to use them for educational purposes.