A concise summary of the theoretical principles behind talk in school and brief mapping of the research tradition in this field.
It examines the evidence relating to a variety of forms of classroom talk, including;
- whole school culture and oracy;
- classroom environments conducive to talk;
- whole class teacher-pupil talk and
- pupil-pupil peer talk.
Up-to-date issues and influences relating to talk are also explored, such as mastery learning, informed by international comparisons. Firmly grounded in evidence and the latest thinking, the book also offers practical advice for everyday implementation and evaluation of these principles.
Evidence-based teaching is fast becoming a new orthodoxy. There are many strong voices, including policy voices, advocating its adoption. Understanding the underlying principles allows you to better evaluate the benefits of different approaches to evidence-based teaching and how they relate to your own school context.
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About the author
Rupert Knight was a primary school teacher in London and Nottingham before moving into higher education. He is now Assistant Professor at the University of Nottingham, working with student teachers and practicing teachers in England and overseas. His research interests include the relationship between theory and practice in learning to teach.
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