Author
Frank Hardman
Other affiliations: Newcastle University, University of Newcastle, La Trobe University
Bio: Frank Hardman is an academic researcher from University of York. The author has contributed to research in topics: Literacy & Discourse analysis. The author has an hindex of 21, co-authored 63 publications receiving 2342 citations. Previous affiliations of Frank Hardman include Newcastle University & University of Newcastle.
Papers published on a yearly basis
Papers
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TL;DR: Hardman and Beverton as discussed by the authors argue that the concept of metacognition should be applied to the talk process and coin the term metadiscoursal for this purpose.
Abstract: The concept of metacognition and what it has to offer in practical terms for teachers is slowly gaining ground. Its application in the teaching of reading has been explored elsewhere but here Frank Hardman and Sue Beverton argue that this should be applied to the talk processes. For this purpose they coin the term ‘metadiscoursal’. Their preliminary research leads them to propose that there should be a move away from whole-class teaching and teacher domination of discourse.
13 citations
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15 Dec 2010
TL;DR: In this paper, the authors focus on effective classroom talk in English teaching where students are able to actively participate in their own learning and communicate their evolving understanding in spoken forms in group-based, whole-class and one-to-one interactions.
Abstract: The focus of this chapter is on effective classroom talk in English teaching where
students are able to actively participate in their own learning and communicate
their evolving understanding in spoken forms in group-based, whole-class and
one-to-one interactions. It will discuss the centrality of talk in the learning process
and consider the extent to which teachers can enhance student learning through
questioning and feedback which asks students to expand on their thinking, justify
or clarify their opinions or make connections to their own experiences. It will also
address how the professional development needs of teachers can be met so as to
enhance the quality of spoken interaction in the classroom.
13 citations
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TL;DR: This article found that teacher-led recitation dominated the classroom discourse and imposed linguistic and cognitive constraints on the students, and four teachers were coached in the use of strategies designed to break the recitation script in order to promote wider communicative and more cognitively demanding options for the students.
Abstract: In an earlier study of the discourse styles of 10 teachers of post-16 English from the northeast of England it was found that teacher-led recitation dominated the classroom discourse thereby imposing linguistic and cognitive constraints on the students. In a follow-up study, four of the teachers were coached in the use of strategies designed to break the recitation script in order to promote wider communicative and more cognitively demanding options for the students. The findings of the current study support the use of such strategies as a means of developing the quality of classroom discourse in post-16 English teaching. The need for more extensive research into teacher/student interaction is considered, together with the need for rigorous measures of quality.
11 citations
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TL;DR: The authors explored the views of 23 English graduates in the early stages of a postgraduate training course to discover how they conceptualised the subject in the light of Cox's models as they make the transition from higher education to secondary school English teaching.
Abstract: The introductory section of the Cox Report, which formed the basis of the National Curriculum for English in England and Wales, posits five models for the teaching of English which it claims give a broad approach to the subject. Critics, however, suggest there is an unresolved conflict between the subject philosophies of the models represented in the report which might be perceived more sharply by those entering teaching. This paper explores the views of 23 English graduates in the early stages of a postgraduate training course to discover how they conceptualise the subject in the light of Cox's models as they make the transition from higher education to secondary school English teaching. An open‐ended questionnaire together with an attitude questionnaire taken from a study of English teachers are used. The findings suggest that the student teachers, like the English teachers, recognise and broadly support all five models; differences do emerge, however, over the degree of support for the cultura...
10 citations
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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
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01 Jan 2005
TL;DR: In this article, the authors propose a framework for defining and delimiting formative assessment within broader theories of pedagogy, which can also unify the diverse set of practices which have been described as formative.
Abstract: Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.
2,112 citations
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TL;DR: This article reviewed a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition, what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom.
Abstract: This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.
2,022 citations
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TL;DR: In this paper, the authors propose a framework for defining and delimiting formative assessment within broader theories of pedagogy, which can also unify the diverse set of practices which have been described as formative.
Abstract: Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.
1,748 citations
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TL;DR: In this article, a review of empirical studies on learning to teach was conducted to establish what is currently known about how people learn to teach and to critique the quality of the reporting of that research.
Abstract: 93 empirical studies on learning to teach were reviewed in order to establish what is currently known about how people learn to teach and to critique the quality of the reporting of that research. Among other observations concerning teacher education, the review highlights the tensions between the hopes and expectations of teacher educators and the expectations and experiences of beginning teachers. While this review supports the findings of others that many traditional programs of teacher education have little effect upon the firmly held beliefs of the beginning teachers, it also provides examples of successful programs. Such programs typically build upon the beliefs of pre service teachers and feature systematic and consistent long-term support in a collaborative setting. It is concluded that this body of research has advanced the field in significant ways, offering new directions for research and program reform. The critique of the papers themselves reveals that authors need to pay more careful attenti...
1,300 citations