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Classroom Talk

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Tags: Education, Teacher Educators, Teaching & Learning

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Classroom Talk

AUTHOR : Series edited by Val Poultney By Rupert Knight

ISBN : 9781912508853

Edition No : 1

Publication : 10 Jan 2020

Extent : 136 pgs

ISBN : 9781912508860

Edition No : 1

Publication : 10 Jan 2020

Extent : 136 pgs

ISBN : 9781912508877

Edition No : 1

Publication : 10 Jan 2020

Extent : 136 pgs

ISBN : 9781912508884

Edition No : 1

Publication : 10 Jan 2020

Extent : 136 pgs

Description

Evidence-based teaching is fast becoming a new orthodoxy.  There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context.

This book summarises the theoretical principles behind talk in school and briefly maps the research tradition in this field.  It examines the evidence relating to a variety of forms of classroom talk, including whole school culture and oracy; classroom environments conducive to talk; whole class teacher-pupil talk and pupil-pupil peer talk. The final chapter explores up-to-date issues and influences relating to talk, such as mastery learning, informed by international comparisons. Firmly grounded in evidence and the latest thinking, the book also offers practical advice for everyday implementation and evaluation of these principles.

Contents

  1. Introduction and mapping the area
  2. Learning as a social activity and the place of oracy
  3. Typical features of whole class interaction
  4. Creating a dialogic classroom
  5. Promoting productive peer talk and collaboration
  6. Classroom talk and the twenty-first century learner
  7. Conclusion: implications for practice

Author

Val Poultney is an experienced teacher educator who has worked in partnership with a number of schools, specialising in evidence-based teaching. She is particularly interested in school leadership and school governance, with a focus on how to develop leadership to support teachers as researchers. Currently a senior lecturer at the University of Derby, she teaches on both initial teacher education and postgraduate programmes. 

Rupert Knight was a primary school teacher in London and Nottingham before moving into higher education. He is now Assistant Professor at the University of Nottingham, working with student teachers and practicing teachers in England and overseas. His research interests include the relationship between theory and practice in learning to teach.

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Your Reviews on this book

At its heart, this book presents a resolute and modelled commitment to criticality as being central to any professional development and progress in practice....The strongest and potentially most provocative moments in this book come when the relationship between theory, practice and (vitally) impact on pupils is made direct: the summaries of and signposts to further reading would support any teacher to take their thinking in this direction.

Alys Finch
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