Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
01.02.2009
Verlag
VDMSeitenzahl
176
Maße (L/B/H)
22,6/14,9/1,5 cm
Gewicht
278 g
Sprache
Englisch
ISBN
978-3-639-12613-6
This book is based on the premise that lack of
attention is paid to speaking and listening in the
classroom and that little opportunity exists for peer
collaboration. It outlines a research project that
focuses on the attitudes of teachers and children to
speaking, listening and collaborative work. It also
considers opportunities for working with peers and
talk between children. The quality of children s
interactions are analysed to investigate whether
paired and group work support learning. It is
located firmly in the qualitative tradition and data
collection took place by means of semi-structured
questionnaires and interviews; observation and
recording of children s talk; along with discourse
analysis of children s transcribed dialogues.
The book provides valuable background information and
case studies for classroom teachers and also for
students in Initial Teacher Education. There is
useful material for Initial Teacher Educators but is
of wider interest to staff and students from both
Childhood and Education Studies courses. The findings
are equally relevant to anyone who is interested in
children s communication skills and how collaborative
work can support learning.
attention is paid to speaking and listening in the
classroom and that little opportunity exists for peer
collaboration. It outlines a research project that
focuses on the attitudes of teachers and children to
speaking, listening and collaborative work. It also
considers opportunities for working with peers and
talk between children. The quality of children s
interactions are analysed to investigate whether
paired and group work support learning. It is
located firmly in the qualitative tradition and data
collection took place by means of semi-structured
questionnaires and interviews; observation and
recording of children s talk; along with discourse
analysis of children s transcribed dialogues.
The book provides valuable background information and
case studies for classroom teachers and also for
students in Initial Teacher Education. There is
useful material for Initial Teacher Educators but is
of wider interest to staff and students from both
Childhood and Education Studies courses. The findings
are equally relevant to anyone who is interested in
children s communication skills and how collaborative
work can support learning.
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