Book•
Interactive Whole Class Teaching in the National Literacy and Numeracy Strategies
01 Jan 2003-
TL;DR: The authors investigated the impact of the official endorsement of "interactive whole class teaching" on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies, finding that traditional patterns of whole class interaction have not been dramatically transformed by the strategies.
Abstract: The study set out to investigate the impact of the official endorsement of ‘interactive whole class teaching’ on the interaction and discourse styles of primary teachers while teaching the National Literacy and Numeracy Strategies. In both strategies, interactive whole class teaching is seen as an ‘active teaching’ model promoting high quality dialogue and discussion between teachers and pupils. Pupils are expected to play an active part in discussion by asking questions, contributing ideas and explaining and demonstrating their thinking to the class. Using computerized systematic classroom observation, discourse analysis of transcripts and a questionnaire, the project looked specifically at the discourse strategies currently used by a national sample of primary teachers when teaching the literacy and numeracy strategies and their perceptions of current practices. The findings suggest that traditional patterns of whole class interaction have not been dramatically transformed by the strategies. The implica...
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Book Chapter•
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
Cites background from "Interactive Whole Class Teaching in..."
...this form of interaction is the norm in most classrooms (Applebee et al., 2003; Hardman, et al., 2003; Smith et al., 2004)....
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...There is ample evidence that this form of interaction is the norm in most classrooms (Applebee et al. 2003; Hardman et al. 2003; Smith et al. 2004)....
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...Provided they seek instrumental help and do not look either for answers, or to be told ‘how to do it’, help-seeking interventions by students can have positive benefits’; however, such helpful interventions are not often made (see Swift et al. 1988; Smith et al., 2004)....
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...Provided they seek instrumental help and do not look either for answers, or to be told ‘how to do it’, help-seeking interventions by students can have positive benefits’; however, such helpful interventions are not often made (see Swift et al. 1988; Smith et al. 2004)....
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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
TL;DR: Within the broad field of research on learning, culture and social interaction, sociocultural theory is now commonly used as an explanatory conceptual framework. as mentioned in this paper discuss some key concepts generated by the theory.
435 citations
TL;DR: Methods for analysing classroom talk are described and assessed for their strengths and weaknesses, with a discussion of the mixed use of such methods.
Abstract: This article describes methods for analysing classroom talk, comparing their strengths and weaknesses. Both quantitative and qualitative methods are described and assessed for their strengths and weaknesses, with a discussion of the mixed use of such methods. It is acknowledged that particular methods are often embedded in particular methodologies, which are based on specific theories of social action, research paradigms, and disciplines; and so a comparison is made of two contemporary methodologies, linguistic ethnography, and sociocultural research. The article concludes with some comments on the current state of development of this field of research and on ways that it might usefully progress.
322 citations
TL;DR: The BEAR Assessment System (BAS) as mentioned in this paper is the first building block in the BEAR assessment system, which is based on the concept of a learning progression and a construct map.
Abstract: This article describes some of the underlying conceptualizations that have gone into the work of the BEAR Center in the development of learning progressions. The core of all of these developments has been the construct map, which is the first building block in the BEAR Assessment System (BAS). After introducing the concept of a learning progression, the article summarizes the elements of the BAS, emphasizing the central concept of a construct map. The article then describes a series of several different ways to see the relationship between the idea of a construct map and the idea of a progression (which I call the “assessment structure”), and also gives illustrative examples from recent BEAR projects. The article then discusses some strengths and limitations of these conceptualizations, focusing on both educational and measurement issues. The article concludes with some general reflections. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 716–730, 2009
310 citations
References
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2,194 citations
TL;DR: In this article, a theory of teaching as assisted performance is presented, and a case study of assisting teacher performance through the ZPD is presented in Kamehameha Elementary Education Program.
Abstract: Acknowledgments Introduction Part I. Teaching, Schooling, and Literacy: A Unified Theory of Education: 1. The redefinition of teaching and schooling 2. A theory of teaching as assisted performance 3. The means of assisting performance 4. The social organization of assisted performance 5. Language, literacy, and thought Part II. Practice: 6. A school organized for teaching: the Kamehameha Elementary Education Program 7. The activity setting of the instructional conversation: developing word and discourse meaning 8. The orchestration of activity settings: learning and social interaction in the whole group and independent centers 9. The interpsychological plane of teacher training 10. Assisting teacher performance through the ZPD: a case study 11. The intrapsychological plane of teacher training: the internalization of higher-order teaching skills 12. The schools in mind and society References Author index Subject index.
2,012 citations
Book•
01 Jan 1975
2,002 citations
Book•
01 Jan 1988
TL;DR: In this article, a theory of teaching as assisted performance is presented, and a case study of assisting teacher performance through the ZPD is presented in Kamehameha Elementary Education Program.
Abstract: Acknowledgments Introduction Part I. Teaching, Schooling, and Literacy: A Unified Theory of Education: 1. The redefinition of teaching and schooling 2. A theory of teaching as assisted performance 3. The means of assisting performance 4. The social organization of assisted performance 5. Language, literacy, and thought Part II. Practice: 6. A school organized for teaching: the Kamehameha Elementary Education Program 7. The activity setting of the instructional conversation: developing word and discourse meaning 8. The orchestration of activity settings: learning and social interaction in the whole group and independent centers 9. The interpsychological plane of teacher training 10. Assisting teacher performance through the ZPD: a case study 11. The intrapsychological plane of teacher training: the internalization of higher-order teaching skills 12. The schools in mind and society References Author index Subject index.
1,668 citations
Book•
01 Jan 2001
TL;DR: In this article, the authors compare primary education in India and the United States of America, and compare the two countries' primary education systems, policies, and histories, and present a comparison of the two systems.
Abstract: Liset of Plates. List of Figures. List of Tables. Acknowledgements. Note. Introduction. Part I: Settings: 1. The Comparative Context. Part II: Systems, Policies and Histories: 2. Primary Education in France. 3. Primary Education in Russia. 4. Primary Education in India. 5. Primary Education in the United States of America. 6. Primary Education in England. 7. Primary Education and the State. Part III: Schools: 8. Buildings and People. 9. The Idea of a School. 10. Beyond the Gates. Part IV: Classrooms:11. Comparing Teaching. 12. Lesson Structure and Form. 13. Organisation, Task and Activity. 14. Judgement, Routine, Rule and Ritual. 15. Interaction, Time and Pace. 16. Learning Discourse. Part V: Reflections: 17. Culture and Pedagogy. Notes. Bibliography.Index.
947 citations
"Interactive Whole Class Teaching in..." refers background in this paper
...As Alexander (2000) argues, they point to the need for different approaches in order to change habitual classroom behaviours and traditional discourse patterns....
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..., 1994; Alexander et al., 1996). Studies of classroom discourse from North America and the UK (e.g. Mehan, 1979; Edwards & Westgate, 1994) show that whole class teaching across all stages of schooling is dominated by what Tharp and Gallimore (1988) call the ‘recitation script’....
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