Showing papers by "Frank Hardman published in 2017"

Changing Talk, Changing Thinking : Interim report from the in-house evaluation of the CPRT/UoY Dialogic Teaching project

Abstract: The project Classroom talk, social disadvantage and educational attainment: raising standards, closing the gap (abbreviated to CPRT/UoY Dialogic Teaching Project) is a joint project of the Cambridge Primary Review Trust (CPRT) and the University of York (UoY). It is directed by Robin Alexander and Frank Hardman, funded 2014-17 by the Education Endowment Foundation, and based at the University of York.1

Systematic Observation: Changes and Continuities Over Time

Abstract: Systematic observation of classrooms has a long and interesting history. This chapter presents a review of systematic observation that has been used as a research tool to study classrooms for the last 100 years. The methods of data collection and analysis used in the studies are described and discussed, with changes and continuities over time highlighted. The chapter argues that systematic observation of classroom practices has made an important contribution to our understanding of educational processes by enabling the study of pedagogic process in the naturalistic setting of the classroom. Such research has provided detailed and precise evidence about the extent to which educational innovations and policy reforms have resulted in changes in classroom practices and pupil learning outcomes. The chapter concludes with some comments on the current state of development in the field of systematic classroom observation and on ways in which it might usefully develop over the coming years.