Interactive or inactive? A consideration of the nature of interaction in whole class teaching

Cambridge Journal of Education

Volumn 34, Issue 1, 2004, Pages 35-49

  Burns, Chris ^a   Myhill, Debra ^b  

^a UNIVERSITY OF EXETER   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 17444382969     PISSN: 0305764X     EISSN: 14693577     Source Type: Journal    
DOI: 10.1080/0305764042000183115     Document Type: Article

References (42)

1. Alexander R, (1992) Policy and practice (London, Routledge)
2. Alexander R, (1995) Versions of primary education (London, Routledge/Open University)
3. Alexander R, (2000) Culture and pedagogy, international comparisons in primary education (Oxford, Blackwell)
4. Barnes D, (1988) The politics of oracy in: M. Maclure, T. Phillips, A. Wilkinson (Eds) Oracy matters (Milton Keynes, Open University Press)
5. Barnes D, (1992) The role of talk in learning in: K. Norman (Ed.) Thinking voices (London, Hodder and Stoughton)
6. Barnes D, Todd F, (1977) Communication and learning in small groups (London, Routledge & Kegan Paul)
7. Barnes D, Todd F, (1995) Communication and learning revisited: making meaning through talk (Portsmouth, NH, Heinemann)
8. Barnes D, Britton J, Torbe M, (1986) Language, the learner and the school (3rd edn))London, Penguin)
9. Bennett SN, Dunne E, (1990) Talking and learning in groups (London, Macmillan)
10. Britton J, (1970) Language and learning (London, Penguin)
11. Bruner J, (1986) Actual minds, possible worlds (London, Harvard University Press)
12. Cheshire, J, and Jenkins, N. (1991). Gender issues in the GSCE Oral English Examination. Language and Education, 5(1): 19–33.
13. Cook G, (1989) Discourse (Oxford, Oxford University Press)
14. Cooper, P, and McIntyre, D. (1994). Patterns of interaction between teachers' and students' classroom thinking and their implications for the provision of learning opportunities. Teaching and Teacher Education, 10(6): 633–646.
15. DfEE (1998) The National Literacy Strategy. A framework for teaching (London, DfEE)
16. DfEE (1999a) The National Numeracy Strategy. A framework for teaching mathematics from reception to Year 6 (London, DfEE)
17. DfEE (1999b) Engaging all pupils (London, DfEE)
18. DfES/TTA (2003) Qualifying to teach (London, DfES/TTA)
19. Edwards D, Mercer N, (1987) Common knowledge (London, Methuen)
20. Edwards D, Westgate DPG, (1994) Investigating classroom talk (2nd edn) (London, Falmer)
21. English, E, Hargreaves, L, and Hislam, J. (2002). Pedagogical dilemmas in the National Literacy Strategy: primary teachers' perceptions, reflections and classroom behaviour. Cambridge Journal of Education, 32(1): 9–26.
22. Flanders N, (1970) Analysing teaching behaviour (New York, Addison Wesley)
23. Galton M, Simon B, Croll P, (1980) Inside the primary classroom (London, Routledge & Kegan Paul)
24. Galton M, Hargreaves L, Comber C, Wall D, Pell T, (1999a) Inside the primary classroom—20 years on (London, Routledge)
25. Galton, M, Hargreaves, L, Comber, C, Wall, D, and Pell, T. (1999b). Changes in patterns of teacher interaction in primary classrooms: 1976–1996. British Educational Research Journal, 25(1): 23–37.
26. Haworth, A. (2001). The re-positioning of oracy: a millennium project?. Cambridge Journal of Education, 31(1): 11–23.
27. Howe A, (1992) Making talk work (London, Hodder and Stoughton)
28. Hughes, M, and Westgate, D. (1998). Possible enabling strategies in teacher-led talk with young pupils. Language and Education, 12(3): 174–191.
29. Martin N, Williams P, Wilding J, Hemmings S, Medway P, (1975) Understanding children talking (Harmondsworth, Penguin)
30. Mercer N, (1995) The guided construction of knowledge: talk amongst teachers and learners (Clevedon, Multilingual Matters)
31. Mercer N, (2000) Words and minds (London, Routledge)
32. Mroz, M, Smith, F, and Hardman, F. (2000). The discourse of the Literacy Hour. Cambridge Journal of Education, 30(3): 379–390.
33. Myhill, DA. (2002). Bad boys and good girls? Patterns of interaction and response in whole class teaching. British Educational Research Journal, 28(3): 339–352.
34. Norman, K. (Ed.) (1992) Thinking voices. The work of the National Oracy Project (London, Hodder & Stoughton)
35. Reynolds D, Farrell S, (1996) World's Apart? A review of international surveys of educational achievement involving England (London, HMSO)
36. Sinclair J, Coultard RM, (1975) Towards an analysis of discourse: the language of teachers and pupil (London, Oxford University Press)
37. Vygotsky L, (1972) Thought and language (Cambridge, Massachusetts, MIT)
38. Wells G, (1986) The meaning makers (London, Hodder and Stoughton)
39. Wells G, (1999) Dialogic inquiry. Toward a sociocultural practice and theory of education (Cambridge, Cambridge University Press)
40. Wood D, (1988) How children think and learn (Oxford, Blackwell)
41. Wood D, (1992) Teaching talk: how modes of teacher talk affect pupil participation in: K. Norman (Ed.) Thinking voices. The work of the National Oracy Project (London, Hodder & Stoughton)
42. Wragg EC, Brown G, (2001) Questioning in the primary school (London, Routledge Falmer)