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The Study of Talk between Teachers and Students, from the 1970s until the 2010s

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Bibliographic Details
Title: The Study of Talk between Teachers and Students, from the 1970s until the 2010s
Language: English
Authors: Mercer, Neil, Dawes, Lyn
Source: Oxford Review of Education. 2014 40(4):430-445.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2014
Document Type: Journal Articles
Information Analyses
Reports - Evaluative
Descriptors: Teacher Student Relationship, Interaction Process Analysis, Classroom Environment, Educational Research, Discussion (Teaching Technique), Discourse Analysis, Speech Communication, Educational Policy, Educational Development, Context Effect, Discourse Modes, Educational History
DOI: 10.1080/03054985.2014.934087
ISSN: 0305-4985
Abstract: The close study of classroom talk has been an active field of research since the 1970s, when John Furlong made his significant contribution. Focusing particularly on research into teacher-student interactions, we will review the development of this field from the 1970s until the present, considering what has been learned and the educational implications of the results. We also discuss the impact of the findings of this research on teacher education, educational policy and classroom practice.
Abstractor: As Provided
Number of References: 62
Entry Date: 2014
Accession Number: EJ1035531
Database: ERIC
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Abstract:The close study of classroom talk has been an active field of research since the 1970s, when John Furlong made his significant contribution. Focusing particularly on research into teacher-student interactions, we will review the development of this field from the 1970s until the present, considering what has been learned and the educational implications of the results. We also discuss the impact of the findings of this research on teacher education, educational policy and classroom practice.
ISSN:0305-4985
DOI:10.1080/03054985.2014.934087