Classroom Talk

by Rupert Knight, Val Poultney (Editor)

Overview

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 and
• pupil-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.

Product Details

ISBN-13:	9781912508877
Publisher:	Critical Publishing
Publication date:	01/10/2020
Series:	Evidence-based Teaching for Enquiring Teachers
Sold by:	Barnes & Noble
Format:	eBook
Pages:	128
File size:	2 MB

About the 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.

Table of 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

Editorial Reviews

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 -

From the Publisher