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Social Sciences and Humanities

D-Index
63
Citations
26776
World Ranking
1143
National Ranking
217

Overview

Neil Mercer is affiliated with the University of Cambridge in the United Kingdom. Their research primarily spans the fields of psychology and social sciences, with a specific focus on developmental and educational psychology and education.

The main topics covered in Neil Mercer's work include:

  • Innovative Teaching and Learning Methods
  • Parental Involvement in Education
  • Reading and Literacy Development
  • Education and Technology Integration
  • Education and Critical Thinking Development

The scholar has contributed to research published in several academic venues, which include:

  • Learning Culture and Social Interaction
  • Language and Education
  • International Journal of Research & Method in Education
  • Anaesthesia
  • Qwerty

Recent papers by Neil Mercer include:

  • "Coding classroom dialogue: Methodological considerations for researchers," published in 2020 in Learning Culture and Social Interaction
  • "An analysis of the forms of teacher-student dialogue that are most productive for learning," published in 2021 in Language and Education
  • "Developing a test of reasoning for preadolescents," published in 2021 in International Journal of Research & Method in Education
  • "Issue Information - Editorial Board," published in 2023 in Anaesthesia
  • "The educational importance of oracy," published in 2024 in Qwerty

Neil Mercer collaborates with multiple researchers, frequently co-authoring with:

  • Sara Hennessy
  • Christine Howe
  • Maria Vrikki
  • Elisa Calcagni
  • Alvin Leung

The scope of Mercer's work reflects an interdisciplinary approach within educational psychology, exploring dialogue and reasoning in learning contexts, as well as innovative methods aimed at enhancing education and literacy development. Their research activity shows ongoing engagement with methodological considerations and the role of oracy in education.

Best Publications

  • Common Knowledge : The Development of Understanding in the Classroom

    Derek Edwards;Neil Mercer

  • Dialogue and the Development of Children's Thinking: A Sociocultural Approach

    Neil Mercer;Karen Littleton

  • Words and Minds : How We Use Language to Think Together

    Neil Mercer

  • The Guided Construction of Knowledge: Talk Amongst Teachers and Learners

    Neil Mercer

  • Children's Talk and the Development of Reasoning in the Classroom

    Neil Mercer;Rupert Wegerif;Lyn Dawes

  • El conocimiento compartido: el desarrollo de la comprensión en el aula

    Derek Edwards;Neil Mercer

  • Reasoning as a scientist: ways of helping children to use language to learn science

    Neil Mercer;Lyn Dawes;Rupert Wegerif;Claire Sams

  • The quality of talk in children’s collaborative activity in the classroom

    Neil Mercer

  • From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development

    Rupert Wegerif;Neil Mercer;Lyn Dawes

  • Interthinking: Putting talk to work

    Karen Littleton;Neil Mercer

  • Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory

    Neil Mercer;Christine Howe

  • Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking

    Neil Mercer

  • The Seeds of Time: Why Classroom Dialogue Needs a Temporal Analysis

    Neil Mercer

  • Scaffolding the development of effective collaboration and learning

    Sylvia Rojas-Drummond;Neil Mercer

  • The analysis of classroom talk: Methods and methodologies

    Neil. Mercer

  • Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?

    Christine Howe;Sara Hennessy;Neil Mercer;Maria Vrikki

  • Dialogic teaching in the primary science classroom

    Neil Mercer;Lyn Dawes;Judith Kleine Staarman

  • Teaching Children How to Use Language to Solve Maths Problems

    Neil Mercer;Claire Sams

  • Re-Conceptualizing "Scaffolding" and the Zone of Proximal Development in the Context of Symmetrical Collaborative Learning.

    Manual Fernández;Rupert Wegerif;Neil Mercer;Sylvia Rojas-Drummond

  • Is “exploratory talk” productive talk?

    Neil Mercer;Rupert Wegerif

  • Language and Social Psychology

    Unknown

Frequent Co-Authors

Karen Littleton
Karen Littleton The Open University
Rupert Wegerif
Rupert Wegerif University of Cambridge
Christine Howe
Christine Howe University of Cambridge
Derek Edwards
Derek Edwards Loughborough University
Sara Hennessy
Sara Hennessy University of Cambridge
Keith S. Taber
Keith S. Taber University of Cambridge
Jan D. Vermunt
Jan D. Vermunt Eindhoven University of Technology
Neil Selwyn
Neil Selwyn Monash University
Larry Nucci
Larry Nucci University of California, Berkeley
Deanna Kuhn
Deanna Kuhn Columbia University

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