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Classroom Talk

Knight, Rupert Poultney Val
Heftet / 2020 / Engelsk

Produktdetaljer

ISBN
9781912508853
Publisert
2020-01-10
Utgiver
Vendor
Critical Publishing Ltd
Vekt
206 gr
Høyde
199 mm
Bredde
129 mm
Dybde
6 mm
Aldersnivå
U, P, 05, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
128

Redaktør
Poultney Val
Forfatter
Knight, Rupert

Om bidragsyterne

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.

Classroom Talk

Knight, Rupert Poultney Val
Heftet / 2020 / Engelsk
Knight, Rupert Poultney Val
Heftet / 2020 / Engelsk
Nettpris:
295,-
Levering 2-6 dager
Sjekk lagerstatus i butikk

<p>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.</p>

- Alys Finch,

<p><em>This book is an invaluable guide to understanding the big ideas that shape current conversations about the role of talk in the classroom. Expertly distilling research and theory into an accessible and thought-provoking text and aided with real case studies and examples, Knight orientates the reader in key debates and explores their implications for practice in depth. </em></p> <p> </p> <p><em>Whether you're a teacher exploring classroom talk for the first time, an oracy enthusiast already or a school leader wanting to develop a culture of talk across your school, this book is guaranteed to prompt new insights, practices and conversations which will enable you to use classroom talk with greater confidence and skill. </em></p> <p> </p>

- Alice Stott, Voice 21,

A concise summary of the theoretical principles behind talk in school and brief mapping of 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 andpupil-pupil peer talk. Up-to-date issues and influences relating to talk are also explored, 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. 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.
Les mer
Written for teachers, this concise guide takes an evidence-based approach to oracy / classroom talk with practical advice on how to engage with and evaluate the ideas explored.
Introduction and mapping the areaLearning as a social activity and the place of oracyTypical features of whole class interactionCreating a dialogic classroomPromoting productive peer talk and collaborationClassroom talk and the twenty-first century learnerConclusion: implications for practice
Les mer
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.
Les mer
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.
Les mer

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<p>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.</p>

- Alys Finch,

<p><em>This book is an invaluable guide to understanding the big ideas that shape current conversations about the role of talk in the classroom. Expertly distilling research and theory into an accessible and thought-provoking text and aided with real case studies and examples, Knight orientates the reader in key debates and explores their implications for practice in depth. </em></p> <p> </p> <p><em>Whether you're a teacher exploring classroom talk for the first time, an oracy enthusiast already or a school leader wanting to develop a culture of talk across your school, this book is guaranteed to prompt new insights, practices and conversations which will enable you to use classroom talk with greater confidence and skill. </em></p> <p> </p>

- Alice Stott, Voice 21,

A concise summary of the theoretical principles behind talk in school and brief mapping of 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 andpupil-pupil peer talk. Up-to-date issues and influences relating to talk are also explored, 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. 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.
Les mer
Written for teachers, this concise guide takes an evidence-based approach to oracy / classroom talk with practical advice on how to engage with and evaluate the ideas explored.
Introduction and mapping the areaLearning as a social activity and the place of oracyTypical features of whole class interactionCreating a dialogic classroomPromoting productive peer talk and collaborationClassroom talk and the twenty-first century learnerConclusion: implications for practice
Les mer
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.
Les mer
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.
Les mer

Produktdetaljer

ISBN
9781912508853
Publisert
2020-01-10
Utgiver
Vendor
Critical Publishing Ltd
Vekt
206 gr
Høyde
199 mm
Bredde
129 mm
Dybde
6 mm
Aldersnivå
U, P, 05, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
128

Redaktør
Poultney Val
Forfatter
Knight, Rupert

Om bidragsyterne

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.

Relaterte produkter