Classroom Interactions in Literacy
Eve Bearne, Henrietta Dombey, Teresa Grainger
McGraw-Hill Education (UK), Nov 1, 2003 - Social Science - 225 pages
It challenges and explores current pedagogical orthodoxies and provides credible alternatives and insights based on research.It contributes to a more open and expansive agenda in language, literacy and pedagogy.It represents a move from restrictive certainities to the potent possibilities of uncertainty and professional challenge.
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PART 1 Revisiting the Web of Meaning
PART 2 The Detail of Classroom Discourse
PART 3 Professional Knowledge and Understanding
PART 4 Childrens Knowledge and Teachers Interventions
PART 5 The Play of Ideas
PART 6 New Texts and Textual Dimensions
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activity adult ambiguity Arabic alphabet argues Arizpe Bearne bilingual chalkboard challenge chapter child children learn classroom cognitive cohesion collaborative community of inquiry complex concept construction context critical critical pedagogy cultural curriculum deliverers Damien dialogue dinosaurs discussion Donna drama effective engaged English episode epistemic example experience explore focus genre Gujarati ideas important individual interaction interpretations interviews involved language learners lesson Literacy Hour look meaning Meera Messenheimer multilingual multimodal texts narrative national curriculum National Literacy Strategy nursery participation particular pedagogy perspectives picturebooks play practices primary school primary teachers procedural knowledge pupils questions readers reading and writing reflection Reggio Emilia relation relationship response Rhonda role Shanga shared skills social story structure student teachers subject knowledge talk task teacher in role they’re thinking tion Tony understanding visual whole class word writing process written texts