As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two…

In this article I argue that in their current genealogical and philosophical configuration, qualitative longitudinal research (QLR) practices -- and a wider regime of knowledge, ethical, moral, legal, technological, political and economic practices with which they are entangled -- embed and enact representational assumptions in which the realities…

Discusses the role of knowledge in supporting attainment and assessment of outcomes in light of occupational standards set by the National Council for Vocational Qualifications. Topics addressed include competent performance; tacit knowledge; paradigms for interpreting knowledge bases; static knowledge; metacognition; and the role of knowledge in…

If children are required to make their own sense, then attempting to impart knowledge will fail altogether or result in only superficial short-term learning. Curriculum structure, load in science, and assessment must change for a constructivist approach to flourish in the classroom. Teachers must serve as a guide to students exploring science as a…

Changing conditions in the global market have necessitated that students be taught to adopt new knowledge by understanding it in depth and having it spontaneously available for use in the real world. All students, especially those in science and technology, must learn to construct new meanings and understandings independently by restructuring…