Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons

Learning and Instruction

Volumn 21, Issue 5, 2011, Pages 625-635

  Radford, Julie ^a   Blatchford, Peter ^a   Webster, Rob ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

Classroom discourse; Conversation analysis; Instruction; Mathematics; Teaching assistants

Indexed keywords

EID: 79960072339     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2011.01.004     Document Type: Article

References (47)

1. Alborz A., Pearson D., Farrell P., Howes A. The impact of adult support staff on pupils and mainstream schools 2009, DCSF, London, IoE, Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI Centre).
2. Alexander R. Culture and pedagogy: International comparisons in primary education 2001, Blackwell, Oxford, UK.
3. Alexander R. Towards dialogic teaching: Rethinking classroom talk 2008, University of Cambridge, Dialogos, UK. 4th ed.
4. Berliner D. Simple views of effective teaching and a simple theory of classroom instruction. Talks to teachers 1987, 93-110. Random House, New York. D. Berliner, B. Rosenshine (Eds.).
5. Blatchford P., Bassett P., Brown P., Koutsoubou M., Martin C., Russell A., et al. The impact of support staff in schools. Results from the deployment and impact of support staff project (Strand 2, Wave 2) 2009, DCSF-RR148, Department for Children, Schools and Families, London.
6. Blatchford P., Bassett P., Brown P., Martin C., Russell A., Webster R. The deployment and impact of support staff in schools: Characteristics, working conditions, job satisfaction and impact of workforce remodelling 2009, Report on findings from the three national questionnaire surveys of schools, support staff and teachers. (Strand 1 Waves 1-3 - 2004, 2006 and 2008) (DCSF-RR154), Department for Children, Schools and Families, London.
7. Blatchford P., Bassett P., Brown P., Webster R. The effect of support staff on pupil engagement and individual attention. British Educational Research Journal 2009, 35:661-686.
8. Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A., & Webster, R. (in press). The impact of support staff on pupils' 'positive approaches to learning' and their academic progress. British Educational Research Journal (published as I First Article).
9. Bourke P., Carrington S. Inclusive education reform: implications for teacher aides. Australasian Journal of Special Education 2007, 31:15-24. http://eprints.qut.edu.au/5388/1/5388_1.pdf.
10. Cazden C. Classroom discourse: The language of teaching and learning 2001, Heinemann, Portsmouth. 2nd ed.
11. Coles A. Teaching strategies related to listening and hearing in two secondary classrooms. Research in mathematics education 2002, Vol. 4:21-34. British Society for Research into Learning Mathematics, London. J. Winter, S. Pope (Eds.).
12. DfES Time for standards: Reforming the school workforce 2002, DfES, London.
13. Fisher R. Dialogic teaching: developing thinking and metacognition through philosophical discussion. Early Child Development and Care 2007, 177:615-631.
14. Giangreco M. Utilization of teacher assistants in inclusive schools: is it the kind of help that helping is all about?. European Journal of Special Needs Education 2010, 25:341-345.
15. Giangreco M., Doyle M. Teacher assistants in inclusive schools. The Sage handbook of special education 2007, Sage, London. L. Florian (Ed.).
16. Giangreco M., Suter J., Doyle M. Paraprofessionals in inclusive schools: a review of recent research. Journal of Educational and Psychological Consultation 2010, 20:41-57.
17. Gibson W. Negotiating textual talk: conversation analysis, pedagogy and the organisation of asynchronous discourse. British Educational Research Journal 2009, 35:705-721.
18. Hardman F., Smith F., Wall K. Teacher-pupil dialogue with pupils with special educational needs in the national literacy strategy. Educational Review 2005, 57:299-316.
19. Hauser E. Coding 'corrective recasts': the maintenance of meaning and more fundamental problems. Applied Linguistics 2005, 26:293-316.
20. Have P.ten Doing conversation analysis: A practical guide 2007, Sage, London. 2nd ed.
21. Jones R., Thornborrow J. Floors, talk and the organisation of classroom activities. Language in Society 2004, 33:399-423.
22. Koshik I. Designedly incomplete utterances: a pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction 2002, 35:277-309.
23. Kyriacou C., Issitt J. What characterises effective teacher-initiated teacher-pupil dialogue to promote conceptual understanding in mathematics lessons in England in key Stages 2 and 3: a systematic review. Research evidence in education library 2008, Report, EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London.
24. Logan A. The role of the special needs assistant supporting pupils with special educational needs in mainstream primary schools. Support for Learning 2006, 21:92-99.
25. Macbeth D. The relevance of repair for classroom correction. Language in Society 2006, 33:703-736.
26. McHoul A. The organisation of repair in classroom talk. Language in Society 1990, 19:349-377.
27. Mercer N., Sams C. Teaching children how to use language to solve maths problems. Language and Education 2006, 20:507-528.
28. Myhill D. Talk talk talk: teaching and learning in whole class discourse. Research Papers in Education 2006, 21:19-41.
29. Radford J., Ireson J., Mahon M. Triadic dialogue in oral communication tasks: what are the implications for language learning?. Language and Education 2006, 20:191-210.
30. Radford J., Mahon M. Multimodal participation in storybook sharing. Analysing interactions in childhood: Insights from conversation analysis 2010, 209-227. John Wiley & Sons, Chichester. H. Gardner, M. Forrester (Eds.).
31. Radford J., Tarplee C. The management of conversational topic by a ten-year-old child with pragmatic difficulties. Clinical Linguistics and Phonetics 2000, 14:387-403.
32. Radford J. Practices of other-initiated repair and correction in SSLD classroom discourse. Applied Linguistics 2010, 31:25-44.
33. Radford J. Adult participation in children's word searches: on the use of prompting, hinting and candidate offers. Clinical Linguistics and Phonetics 2010, 24:83-100.
34. Ridley J., Radford J., Mahon M. How do teachers manage topic and repair?. Child Language Teaching and Therapy 2002, 18:43-58.
35. Rubie-Davies C., Blatchford P., Webster R., Koutsoubou M., Bassett P. Enhancing student learning? A comparison of teaching and teaching assistant interaction with pupils. School Effectiveness and School Improvement 2010, 21:429-450.
36. Ryder J., Tunmer W., Greaney K. Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms. Reading and Writing 2008, 21:349-369.
37. Sacks H., Schegloff E., Jefferson G. A simplest systematics for the organisation of turn-taking for conversation. Studies in the organisation of conversational interaction 1978, 7-55. Academic Press, New York. J. Schenkein (Ed.).
38. Schegloff E., Jefferson G., Sacks H. The preference for self-correction in the organization of repair in conversation. Language 1977, 53:361-382.
39. Schegloff E. Sequence organisation in interaction: A primer in conversation analysis 2007, Cambridge University Press, Cambridge.
40. Silverman D. Interpreting qualitative data: Methods for analysing talk, text and interaction 2006, Sage, London.
41. Skidmore D., Perez-Parent M., Arnfield S. Teacher-pupil dialogue in the guided reading session. Reading 2003, 37:47-53.
42. Smith F., Hardman F., Wall K., Mroz M. Interactive whole class teaching in the national literacy and numeracy strategies. British Educational Research Journal 2004, 30:395-411.
43. Smith H., Higgins S. Opening classroom interaction: the importance of feedback. Cambridge Journal of Education 2006, 36:485-502.
44. Webster R., Blatchford P., Bassett P., Brown P., Martin C., Russell A. Double standards and first principles: framing paraprofessional support for pupils with special educational needs. European Journal of Special Needs Education 2010, 25:319-336.
45. Webster, R., Blatchford, P., & Russell, A. (in press). The wider pedagogical role of teaching assistants. School Leadership and Management.
46. Wells G., Arauz R. Dialogue in the classroom. Journal of the Learning Sciences 2006, 15:379-428.
47. Wilson L., Andrew C., Below J. A comparison of teacher-pupil interaction within mathematics lessons in St. Petersburg, Russia and the north-east of England. British Educational Research Journal 2006, 32:411-441.