Talk, talk, talk: teaching and learning in whole class discourse
By D. Myhill. 2006
238 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/5db89e9a89b29875f5fae3b485ffb49525829488
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Maureen P. Boyd
- Riikka Hofmann
- Christine Rubie-Davies
- P. Blatchford
- P. Bassett
- Neil Mercer
- Robyn M. Gillies
In Education
- P. Bassett
- P. Blatchford
- R. Webster
- Christine Rubie-Davies
- Riikka Hofmann
- Maureen P. Boyd
- Neil Mercer
- Luisa Molinari
Citations in the corpus
- Classroom justice and psychological engagement: students’ and teachers’ representations (2010, background): “School is a context where the communicative and dialogic interactions are crucial, as is strongly emphasized by the most recent works in the psychology of education (Alexander 2004; Myhill 2006; Wells 2007), and in such a context procedural aspects of classroom justice are mainly based on language”
- Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils (2010, background): “…pupil learning and conceptual understanding, the adult needs to clearly articulate concepts and ideas (Mercer, 1995), make links to prior learning (Myhill, 2006), check to ensure pupils understand the new concepts presented (Jones, 2007), and hence skillfully scaffold pupil learning (Bruner,…”
- Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice (2008, unknown): “Contrary to apparent intention, in practice the national strategies have led to a reduction in pupil participation ( Myhill, 2006 ).”
- Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “Inviting students to speak (Examples 3 and 4) is a general, non-content speci fi c strategy which prior research suggests is insuf fi cient in encouraging a focus on understanding and explaining (Franke et al. 2009; Henningsen and Stein 1997; Kyria-cou and Issitt 2008).”
- Teachers' use of questioning and modelling comprehension skills in primary classrooms (2007, unknown): “However as Debra Myhill (2006) points out in her study of classroom discourse, teacher discourse will not support pupil learning if it is ‘concerned first and foremost with curriculum delivery and with leading pupils to a predetermined destination’ (p. 39).”
- Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom (2015, background): “This is demonstrated in both first language (Boyd, 2016a; Collins, 1982; Myhill, 2006; Nystrand et al., 1997; Wells, 1993) and second language classrooms (Boyd, 2012b; Boyd & Rubin, 2006; Haneda & Wells, 2008; Lee, 2006, 2007; Purdy, 2008).”