Showing papers by "Frank Hardman published in 1998"
01 Jan 1998
TL;DR: This book discusses classroom observation in Academic and Vocational Courses Post-16 and contrasts between Learning Styles, Teaching Methods and Course Requirements in GNVQ and A-level and concludes that different but Unequal?
Abstract: Chapter 1. Contrasts in Learning Chapter 2. Educating Leaders and Training Followers Chapter 3. Listening to Students via Questionnaires Chapter 4. Classroom observation in Academic and Vocational Courses Post-16 Chapter 5. A-level English Language and English Literature: Contrasts in Teaching and Learning Chapter 6. Links between Learning Styles, Teaching Methods and Course Requirements in GNVQ and A-level Chapter 7. Concentrated and Distributed Research: Reflective Observations on Methodology Chapter 8. Conclusion: Different but Unequal? References and Bibliography
36 citations
TL;DR: In this paper, the authors draw on two empirical studies investigating methods of teaching and learning in the post-16 curriculum in England consisting of two subjects: English literature and the more recent arrival of English language.
10 citations
TL;DR: This paper found that teacher-led recitation was also a prominent feature in post-16 English teaching and the linguistic and cognitive constraints imposed on students by the pervasive use of the recitation script are considered together with the need for more qualitative analysis of classroom talk in order to promote wider communicative and cognitively demanding options.
Abstract: The discourse styles of 10 teachers of post‐16 English from the northeast of England were intensively analysed using a descriptive system adapted from the study of discourse analysis. It was found that teacher‐led recitation, which research suggests dominates classroom practice in mainstream schooling, was also a prominent feature in post‐16 English teaching. The linguistic and cognitive constraints imposed on students by the pervasive use of the recitation script are considered together with the need for more qualitative analysis of classroom talk in order to promote wider communicative and cognitively demanding options.
8 citations