Creative, Connected
and Current 

Tags: Education, Teacher Educators

This title is available for inspection, please request. More details

Discounts are available for bulk orders. More details

Classroom Talk

AUTHOR : Series edited by Val Poultney By Rupert Knight

ISBN : 9781912508853

Edition No : 1

Publication : 7 Feb 2020

Extent : 136 pgs

ISBN : 9781912508860

Edition No : 1

Publication : 7 Feb 2020

Extent : 136 pgs

ISBN : 9781912508877

Edition No : 1

Publication : 7 Feb 2020

Extent : 136 pgs

ISBN : 9781912508884

Edition No : 1

Publication : 7 Feb 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 in classroom practice
  3. Typical features of whole class interaction
  4. Creating a dialogic classroom
  5. Promoting productive peer talk and collaboration
  6. Current influences on classroom talk
  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.

Publication Overview

£14.99
Add to Basket

Availability:

Request inspection Copy

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 depth and breadth of discussion is impressive, if possibly over-focused on finding an ideology at the expense of linking consistently with the ways in which teachers might create their own evidence-based interactions with the ideas discussed. The discussion of the tensions between what teachers construct as ‘right’ and the frameworks which they are given to work within is woven throughout this concisely comprehensive discussion, with suggested approaches to negotiating this through reading-informed reflection. The exploration of the ‘what’ and ‘how’ of key issues in the assessment field are handled with deft referencing and commentary, though there could be more of a focus on why these ideas are postulated and the impact that is intended for learners. That said, the book works hard to bridge the gap between teachers as practitioners and teachers as researchers, making a considered case that excellent practice requires teachers to be both. 

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
You May also Like