This book summarises the theoretical principles behind talk in
school and briefly maps 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. The final chapter explores
up-to-date issues and influences relating to talk, 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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