Interactive Teaching in Primary Classrooms: Digging Deeper into Meanings / Edition 1

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What is 'interactive teaching' in the context of primary classrooms? What is it that primary teachers and children actually do to interact effectively? Are there benefits in such interactions to both teaching and learning?

A team of tutors and teachers working in a research partnership set out to try to find the answers to these questions in the context of the Literacy Hour in Key Stages 1 and 2. This book represents the 'story' of this intriguing and exciting research and aims to develop for readers some of the practical and theoretical aspects which need to be considered if interactive teaching is to be understood and undertaken effectively in primary classrooms.

The project was unique in using its own interactive processes, called 'Reflective Dialogues,' to help teachers make sense of their own teaching by capturing and analyzing classroom sessions on video. Cameos of these incidents and reflections are interlaced throughout the book.
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Product Details

  • ISBN-13: 9780335212132
  • Publisher: McGraw-Hill Companies, The
  • Publication date: 1/15/2003
  • Edition number: 1
  • Pages: 242
  • Product dimensions: 9.00 (w) x 6.00 (h) x 0.51 (d)

Table of Contents

List of tables and figures
Notes on contributors
Introduction: Just what IS interactive teaching? 1
1 Scuppering discussion? Interaction in theory and practice 15
2 Interactive teaching: A cause for concern? 31
3 It's what I've always done!: Teachers' knowledge of interactive teaching 49
4 Scratching the surface: A typology of interactive teaching I 63
5 Digging deeper: A typology of interactive teaching II 83
6 Teacher-pupil interaction and interactive teaching: Is there a difference in practice? 101
7 Teachers' voices: Case studies from the SPRINT Project 125
8 It wasn't as bad as I thought!: Learning from reflective dialogues 141
9 Can we talk about that later?: The tensions and conflicts of teaching interactively in the literacy hour 155
10 Interactive teaching: Digging even deeper into meanings 171
References 193
App. A The SPRINT Scales of Concern 199
App. B SPRINT Initial Interview Schedule (Tutor Copy) 204
App. C SPRINT Final Interview Schedule (Tutor Copy) 207
App. D Observation variables 210
App. E Teacher Copy of Reflective Dialogue Documentation 212
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