First name
C.
Last name
Rapanta
Rapanta, C., & Macagno, F. (2016). Argumentation methods in educational contexts: Introduction to the special issue. International Journal Of Educational Research, 79. http://doi.org/10.1016/j.ijer.2016.03.006
Rapanta, C., & Macagno, F. (2023). Introduction to the Special Issue “Boundaries between dialogic pedagogy and argumentation theory”. Dialogic Pedagogy, 11. http://doi.org/10.5195/dpj.2023.576
Rapanta, C., & Macagno, F. (2022). Pragmatics, education and argumentation: Introduction to the special issue. Learning, Culture And Social Interaction, 36. http://doi.org/10.1016/j.lcsi.2019.100371
Macagno, F., Rapanta, C., Mayweg-Paus, E., & Garcia-Milà, M. (2022). Coding empathy in dialogue. Journal Of Pragmatics, 192. http://doi.org/10.1016/j.pragma.2022.02.011
Rapanta, C., Gonçalves, C., Pereira, J. R., Cascalheira, D., Gil, B., Morais, R., et al. (2021). Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy. Data In Brief, 39. http://doi.org/10.1016/j.dib.2021.107518
Macagno, F., & Rapanta, C. (2019). The dimensions of argumentative texts and their assessment. Studia Paedagogica, 24. http://doi.org/10.5817/SP2019-4-1
Rapanta, C., & Macagno, F. (2019). Evaluation and promotion of argumentative reasoning among university students: The case of academic writing. Revista Lusofona De Educacao, 45. http://doi.org/10.24140/issn.1645-7250.rle45.09
Rapanta, C., Miralda-Balda, A., Garcia-Milà, M., Vrikki, M., Macagno, F., & Evagorou, M. (2023). Detecting the factors affecting classroom dialogue quality. Linguistics And Education, 77. http://doi.org/10.1016/j.linged.2023.101223
Rapanta, C., & Macagno, F. (2023). Authentic questions as prompts for productive and constructive sequences: A pragmatic approach to classroom dialogue and argumentation. Dialogic Pedagogy, 11. http://doi.org/10.5195/dpj.2023.546