"Well, that Was an Intellectual Dialogue!": How a Whole-School Focus on Improvement Shifts the Substantive Nature of Classroom Talk.

Autor/inn/en	Edwards-Groves, Christine; Hardy, Ian
Titel	"Well, that Was an Intellectual Dialogue!": How a Whole-School Focus on Improvement Shifts the Substantive Nature of Classroom Talk.
Quelle	In: English Teaching: Practice and Critique, 12 (2013) 2, S.116-136 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Foreign Countries; Elementary School Teachers; Elementary School Students; Classroom Communication; Faculty Development; Teaching Methods; Learning Processes; Rural Schools; Case Studies; Interviews; Educational Change; Qualitative Research; Focus Groups; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Bildungsreform; Qualitative Forschung; Australien
Abstract	This paper explores how students' talk in classrooms is influenced by a whole-school focus on lifting the quality, and the substantive nature, of classroom dialogue as an approach to improve student engagement, and to develop listening and speaking skills. Specifically, we show how designing and participating in whole-school professional learning projects emerged as a central condition for teacher and student development in the area of improving substantive classroom dialogue. The paper draws upon data from a larger, three-year empirical study in several Australian primary schools into the interconnections between professional learning, student learning, teaching and leading over time. In this paper, we focus particularly upon professional learning and its effects upon teaching and student learning, and illustrate how changing students' literacy practices require changing the practice architectures--that is, the broader conditions within which teacher and student learning occurs. Drawing on examples of teacher and student learning practices, we reveal the particular "sayings" (language), "doings" (activities), and "relatings" (relationships) which create and sustain the conditions under which students' dialogic practices can flourish. The research reveals that the practices of collaborative, critical reflexive dialogues on the part of teachers contributed significantly to the development of dialogic practices within literacy learning in classrooms. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10