Adam Lefstein, Julia Snell

Better than Best Practice

Developing teaching and learning through dialogue

• Broschiertes Buch

Produktbeschreibung

This really is the book we¿ve been waiting for. Better than Best Practice is not just another evangelising text about the need to move classroom talk beyond the default of closed questioning, recall answers and minimal feedback but an offering that is richer, more subtle and much more useful. Alongside a rigorous but accessible examination of the thinking and evidence behind dialogic pedagogy the book provides videographic and transcript case material of dialogue as it happens, together with contextual information and commentaries. This makes enthralling reading - and viewing - in its own right as well as superb material for professional discussion and development. But perhaps the book¿s central virtue is that it lives as well as commends the dialogic principle. For this is a book of many voices - children, teachers, authors, researchers and invited commentators; and they do not necessarily agree, which is precisely the dialogic point. So it¿s impossible to evade the message that dialogue is indivisible. If it¿s good for young learners then it¿s essential for their teachers ¿ and for all of us. - Professor Robin Alexander, Professor of Education Emeritus, University of Warwick and Chairman, The Cambridge Primary Review Trust, CU Faculty of Education

Produktdetails

• Verlag: Taylor & Francis Ltd
• Seitenzahl: 216
• Erscheinungstermin: 16. Dezember 2013
• Englisch
• Abmessung: 244mm x 172mm x 12mm
• Gewicht: 412g
• ISBN-13: 9780415618441
• ISBN-10: 0415618444
• Artikelnr.: 32018129

Autorenporträt

Adam Lefstein is Senior Lecturer in the Department of Education, Ben-Gurion University of the Negev, Israel. Julia Snell is Lecturer in the Department of Education and Professional Studies, King's College London, UK.

Inhaltsangabe

List of tables and figures Acknowledgments Transcription conventions Section A
Where We
re Coming From 1. Better than Best Practice 2. Towards Dialogic Pedagogy 3. Setting the Scene: Working Towards Dialogue in a London Primary School Section B
Classroom Episodes Introduction: Practical Suggestions for Engaging with the Episodes 4. Breakthrough to Dialogue? Episode 1. Getting in to Narnia Commentaries David Reedy, Thinking collectively, backed by evidence James Cresswell, Art of Education: Balancing Direction and Dialogue 5. Responding to a Pupil Challenge; Episode 2: `I don
t really like that, Miss
Commentaries Robin Alexander, Triumphs and dilemmas of dialogue Gemma Moss, Writing in the talk Greg Thompson, A Challenge (?) in the Interest of Dialogue Laura Hughes, The impact of dialogic teaching techniques
a teacher
s perspective 6. Importing Popular Culture into the Classroom; Episode 3: `So we
re going to have X Factor
Commentaries Roxy Harris, Writing: Hard Slog, or Engaging and Entertaining? Janet Maybin, `Loads of really good words
Dennis Kwek, Weaving Popular Culture: Towards Knowledge Building Laura Hughes, What did I learn at school today? 7. The Teacher
s Role in Classroom Debates; Episodes 4-5 Debating Football Commentaries Jeff Barrett, Developing Speaking Skills in the Shadow of Written Examinations: A Headteacher's Perspective Lucy Henning, What Role Is There For Organised Debate In A Literacy Lesson? Jayne White, Constraints and opportunities 8. Dialogue, Ability and Pupil Identities; Episode 6: `What does fear mean?
Commentaries Mel Cooke, "`Tightening the knot?
: fear, poetry and testing" Pie Corbett, "What the discussion of `The Owl
made me wonder" Jennifer A. Vadeboncoeur and Louai Rahal, "On Practice, On Purpose" Glenda Moss, "The Complexity of Dialogic Teaching under the Shadow of Standardized Testing" 9. Discussing Pupil Writing in Whole Class Discussion; Episode 7: `I think there
s more to it than that
10. Using Empathy to Understand Character; Episode 8: `Tell me what you think as Wilbur
Section C
Where to Go from Here 11. Continuing the Conversation: Parting Thoughts on Dialogic Pedagogy 12. Do It Yourself: Developing Teaching through Group Discussion of Video Recordings of Practice Methodology Appendix: Pedagogically Oriented Linguistic Ethnographic Micro-analysis