Talk, talk, talk: Teaching and learning in whole class discourse

Research Papers in Education

Volumn 21, Issue 1, 2006, Pages 19-41

  Myhill, Debra ^a  

^a UNIVERSITY OF EXETER   (United Kingdom)

Author keywords

Classroom interaction; Participation; Prior knowledge; Questioning; Whole class teaching

Indexed keywords

EID: 33847135471     PISSN: 02671522     EISSN: 14701146     Source Type: Journal    
DOI: 10.1080/02671520500445425     Document Type: Article

References (46)

1. Alexander, R. (2000) Culture and pedagogy, international comparisons in primary education (Oxford, Blackwell).
2. Alexander, R. (2004) Towards dialogic teaching: rethinking classroom talk (Cambridge, Dialogos).
3. Allerton, M. (1993) Am I asking the right questions?, International Journal of Early Childhood Education, 25 (1), 42-48.
4. Barnes, D. (1969) Language, the learner and the school (Harmondsworth, Penguin).
5. Barnes, D., Britton, J. & Torbe, M. (1986) Language, the learner and the school (London, Penguin).
6. Bennett, S. N., Desforges, C. W., Cockburn, A. & Wilkinson, B. (1984) The quality of pupil learning experiences (London, Lawrence Erlbaum).
7. Black, P. & Williams, D. (1998) Inside the black box: raising standards through classroom assessment (London, School of Education, King’s College).
8. Burns, C. & Myhill, D. (2004) Inactive or interactive?, Cambridge Journal of Education, 34 (1), 35-49.
9. Carr, W. & Kemmis, S. (1986) Becoming critical: education, knowledge and action research (London, Falmer).
10. Collins, C., Kenway, J. & McLeod, J. (2000) Factors influencing the educational performance of males and females in school and their initial destinations after leaving school (Australia, Deakin University).
11. Corson, D. (1999) Language policy in schools (New Jersey, Lawrence Erlbaum).
12. DES (1975) A Language for life: a report of the committee of inquiry into reading and the use of English (London, HMSO).
13. DfEE (1998) The national literacy strategy: a framework for teaching (London, DfEE).
14. Dillon, J. T. (1988) Questioning and teaching (Beckenham, Croom Helm).
15. Edwards, A. D. & Westgate, D. P. G. (1994) Investigating classroom talk (London, Falmer).
16. Edwards, D. & Mercer, N. (1987) Common knowledge (London, Methuen).
17. English, E., Hargreaves, L. & 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.
18. Evans, H. (1999) Gender and achievement in secondary education in Jamaica (Kingston, Jamaica, Planning Institute of Jamaica).
19. Francis, P. (2002) Get on with your talk, Secondary English Magazine, 5 (4), 28-30.
20. Galton, M.., Hargreaves, L., Comber, C., Wall, D. & Pell, T. (1999a) Inside the primary classroom—20 years on (London, Routledge).
21. Galton, M., Hargreaves, L., Comber, C., Wall, D. & Pell, T. (1999b) Changes in patterns of teacher interaction in primary classrooms: 1976-96, British Educational Research Journal, 25 (1), 23-37.
22. Galton, M., Simon, B. & Croll, P. (1980) Inside the primary classroom (London, Routledge & Kegan Paul).
23. Geekie, P., Cambourne, B. & Fitzsimmons, P. (1999) Understanding literacy development (Stoke-on-Trent, Trentham Books).
24. Gitlin, A. (1983) School structure and teachers’ work, in: M. Apple & L. Weis (Eds) Ideology and practice in schooling (Philadelphia, Temple University Press).
25. Goodwin, P. (Ed.) (2001) The articulate classroom (London, David Fulton).
26. Haworth, A. (1999) Bakhtin in the classroom: what constitutes a dialogic text? Some lessons from small group interaction, Language & Education, 13 (2), 99-117.
27. Haworth, A. (2001) The re-positioning of oracy: a millennium project? Cambridge Journal of Education, 31 (1), 11-23.
28. Howe, A. (1992) Making talk work (London, Hodder & Stoughton).
29. Maybin, J., Mercer, N. & Stierer, B. (1992) ‘Scaffolding’ learning in the classroom, in: K. Norman (Ed.) Thinking voices (London, Hodder & Stoughton).
30. Many, J. E. (2002) An exhibition and analysis of verbal tapestries: understanding how scaffolding is woven into the fabric of instructional conversations, Reading Research Quarterly, 37 (4), 376-407.
31. Mercer, N. (1995) The guided construction of knowledge (Clevedon, Multilingual Matters).
32. Mercer, N. (2000) Words and minds (London, Routledge).
33. Myhill, D. A. (2002) Bad boys and good girls? Patterns of interaction and response in whole class teaching, British Educational Research Journal, 28 (3), 339-352.
34. Myhill, D. A. & Brackley, M. (2004) Making connections: teachers’ use of children’s prior knowledge in whole class discourse, British Journal of Educational Studies, 52 (3), 263-275.
35. Nutbrown, C. (1994) Threads of thinking (London, Paul Chapman).
36. Ofsted (1993) Boys and English (London, DFE).
37. Reynolds, D. & Farrell, S. (1996) World’s apart? A review of international surveys of educational achievement involving England (London, HMSO).
38. Rogoff, B. (1991) Apprenticeship in thinking (New York, OUP).
39. Scarth, J. & Hammersley, M. (1986) Questioning ORACLE: an assessment of ORACLE’s analysis of teachers’ questions, Educational Research, 28 (3), 174-183.
40. Skidmore, D. (2000) From pedagogical dialogue to dialogic pedagogy, Language & Education, 14 (4), 283-296.
41. Tough, J. (1977) The development of meaning (London, Allen & Unwin).
42. Vygotsky, L. (1972) Thought and language (Cambridge, MA, MIT).
43. Weis, L. (1990) Working class without work (New York, Routledge).
44. Wood, D. (1988) How children think and learn (Oxford, Basil Blackwell).
45. Wragg, E. C. (1994) Primary teaching skills (London, Routledge).
46. Wragg, E. C. & Brown, G. (2001) Questioning in the primary school (London, Routledge Falmer).