Distinctive features of pupi-pupil classroom talk and their relationship to learning: How discursive exploration might be encouraged

Language and Education

Volumn 7, Issue 4, 1993, Pages 239-257

  Fisher, Eunice ^a  

^a UNIVERSITY OF NORTHAMPTON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84937316252     PISSN: 09500782     EISSN: None     Source Type: Journal    
DOI: 10.1080/09500789309541363     Document Type: Article

References (31)

1. Bennett, N. and Cass, A. (1989). The effects of group composition on group interactive processes and pupil understanding. British Education Research Journal 15 (1), 19-32.
2. Brooks, G., Latham, J., and Rex, A. (1986). Developing Oral Skills. London: Heinemann Educational Books.
3. Cole, M. (1985). The zone of proximal development: Where culture and cognition create each other. In J. V. Wertsch (ed.). Culture, Communication and Cognition (pp. 146-61). Cambridge: Cambridge University Press.
4. Cromer, R. (1979). The strength of the weak form of the cognition hypothesis for language acquisition. In V. Lee (ed.). Language Development. London: Croom Helm.
5. Crook, C. (1987). Computers in the classroom: Defining a social context. In J. Rutkowska and C. Crook (eds). Computers, Cognition and Development (pp. 35-53). Chichester: John Wiley.
6. Department of Education in N. Ireland (1990a). English Programmes of Study and Attainment Targets.
7. Department of Education and Science (1990b). English in the National Curriculum. London, HMSO.
8. Donaldson, M. (1978). Children’s Minds. London: Fontana.
9. Doise, W. (1990). ‘The development of individual competencies through social interaction. In H. C. Foot, M. J. Morgran and R. H. Shute (eds). Children Helping Children. Chichester: John Wiley.
10. Driver, R. (1983). The Pupil as Scientist. Milton Keynes: Open University Press.
11. Driver, R., Guesne, E. and Tiberghien, A. (1985). Children’s Ideas in Science. Milton Keynes: Open University Press.
12. Edwards, D. (1991) Classroom discourse and classroom knowledge. In C. Rogers and P. Kutnick (eds). Readings in the Social Psychology of the Primary School. London: Croom Helm.
13. Edwards, D. and Mercer, N. (1987). Common Knowledge. London: Methuen.
14. Fisher, E. (1993). Characteristics of children’s talk at the computer and its relationship to computer software. Language and Education 7, 2.
15. Foot, H. C., Morgan, M. J. and Shute, R. H. (1990). (eds) Children Helping Children. Chichester: John Wiley.
16. Galton, M., Simon, B. and Croll, P. (1980). Inside the Primary Classroom. London: Rout-ledge and Kegan Paul.
17. Galton, M. and Williamson, J. (1992). Group Work in the Primary Classroom. London: Rout- ledge.
18. Light, P. and Glachan, M. (1985). Facilitation of individual problem solving through peer interaction. Educational Psychology 5, 217-25.
19. Maybin, J., Mercer, N. and Stierer, B. (1992). Scaffolding in the classroom. In K. Norman (ed.). Thinking Voices: The Work of the National Oraiy Project. London: Hodder and Stoughton.
20. Mercer, N. and Fisher, E. (1993). How do teachers help children to learn? An analysis of teachers’ interventions in computer-based activities. Learning and Instruction 2, 339-55.
21. Middleton, D. and Edwards, D. (1990). Collective Remembering. London: Sage Publications.
22. Phillips, T. (1990). Structuring contexts for exploratory talk. Talking and Listening, Scholastic 59-72.
23. Rogoff, B. and Wertsch, J. V. (eds) (1984). Children’s learning in the zone of proximal development. In W. Damon (ed.) New Directions in Child Development No. 23, March 1984, San Francisco: Jossey-Bass.
24. School Curriculum Development Committee (1987-93). National Oracy Project.
25. Scrimshaw, P. (1992). Word processing, collaboration and exploratory talk: Some preliminary results from the Spoken Language and New Technology Project. Paper presented to the 1992 ECEC Conference, Melbourne, Australia.
26. Sinclair, J. McH. and Coulthard, R. M. (1975) Towards an Analysis of Discourse: The English used by Teachers and Pupils. London: Oxford University Press.
27. Swann, J. and Watson, M. (in preparation) Gender effects in the SLANT Project.
28. Vygotsky, L. S. (1956). Selected Psychological Investigations. Moscow. Izdstel’sto Akademii Pedagogicheskikh Nauk SSSR.
29. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. M. Cole, V. John-Steiner, S. Scribner and E. Souberman (eds). Cambridge: Harvard University Press.
30. Wood, D., Bruner, J. and Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17, 89-100.
31. Webb, N., Ender, P. and Lewis, S. (1986). Problem solving strategies and group processes in small groups learning computer programming. American Educational Research Journal 23, 247-61.