'Interactive Whole Class Teaching' in the National Literacy Strategy

Hardman, Frank; Smith, Fay; Wall, Kate

doi:10.1080/03057640302043

Cited by 84 publications

(64 citation statements)

References 12 publications

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“…Studies which focused on pattern of interaction in Indonesian school settings were very rare but were plenty in non-Indonesian school contexts, for example, Hardman et al, (2003) conducted a study on classroom interaction in England, Abd Kadir & Hardman (2007) and Wedin (2009) in Africa and Vaish (2008) in Singapore. These researchers found that the IRF (Initiation, Response, Feedback) pattern of teacher-student interaction dominated the classroom interaction and limited students' ability to contribute to classroom activities.…”

mentioning

confidence: 99%

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Suryati

2015

TEFLIN

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This article reports a study on teachers' use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students' extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students' oral communicative competence.

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confidence: 99%

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Suryati

2015

TEFLIN

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“…Although there are studies suggesting some positive value of the IRE pattern in the reproduction of cultural forms (Roth & Radford, 2010), the pattern tends to be considered as a barrier to learning. It continues dominating classroom talk today, even though the desire for alternatives is often expressed (Hardman, Smith & Wall, 2003). Projects designed to encourage alternatives have of course made good progress.…”

Section: A20mentioning

confidence: 99%

Interchangeable Positions in Interaction Sequences in Science Classrooms

Rees

Roth

2017

Dialogic Pedagogy Journal

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Carol Rees is an Associate Professor at Thompson Rivers University conducting research in the area on science inquiry education and classroom talk, both in schools and informal settings. She investigates ways that science inquiry experiences are student-led and how best to help teachers provide such experiences for their students.Wolff-Michael Roth is a learning scientist at the University of Victoria conducting research on how people across the life span know and learn mathematics and science. He has contributed to numerous fields of research: learning science in learning communities, co-teaching, authentic school science education, cultural-historical activity theory, social studies of science, gesture studies, qualitative research methods, embodied cognition, situated cognition, and the role of language in learning science and mathematics.

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“…(Kathleen) Teachers are often asked to try new things. Brian spoke of initiative fatigue (Hardman, 2003) and how You just get tired of all the new things you know, so this being my twenty-eighth year I [ask] 'okay is this one going to last' or 'I need it to be ready,' so I'm a little skeptical about some things I guess.…”

Section: I'm Going To Do the Best I Can And If I Don't Get To It I Dmentioning

confidence: 99%

Constellations of Support and Impediment: Understanding Early Implementation Dynamics in the Research and Development of an Online Multimodal Writing and Peer Review Environment

Olmanson

Abrams

2013

E-Learning and Digital Media

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In this article, the authors trace teachers' experiences while participating in an educational technology development and research project focused on the creation and use of an online writing and peer review environment. They follow teachers from their initial expectations of the program, to their response to professional development training sessions, planning sessions, student account setup, and to their initial attempts at utilizing the digital learning environment in the classroom. In so doing, the authors suggest that the path toward and away from successful classroom implementation of emerging learning technologies is a multiple, shifting, and interrelational one, influenced by constellations of factors including affect, administrator support, student buy-in, research and development team knowledge and availability, district priorities, and the amount of upheaval in the personal lives of teachers.

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'Interactive Whole Class Teaching' in the National Literacy Strategy

Cited by 84 publications

References 12 publications

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Interchangeable Positions in Interaction Sequences in Science Classrooms

Constellations of Support and Impediment: Understanding Early Implementation Dynamics in the Research and Development of an Online Multimodal Writing and Peer Review Environment

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