Culture and Pedagogy: International Comparisons in Primary Education

By Michael W. Sedlak. 2003

756 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8423ecfed4fead8eb5033794f5f97d40e87d1a5c

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Citations in the corpus

Scaffolding through dialogic teaching in early school classrooms (2016, background): “Dialogic teaching Various terms have been used to refer to different forms of educational dialogue or teaching, including dialogic teaching (Alexander, 2008), dialogic inquiry (Wells, 1999) and dialogical pedagogy (Skidmore, 2006). Researchers studying classroom talk are particularly interested in t”
The Near Impossibility of Testing for Teacher Quality (2005, background): “Studying teaching crossculturally makes this evident (Alexander, 2000).”
Learning to plan, planning to learn: the developing expertise of beginning teachers (2011, background): “Even Alexander’s (2000) analogy with musical performance, cited in John (2006), where the score is interpreted or changed as the music is improvised, does not fully capture the relationship between the planning stage and the nature of the classroom interaction itself.”
The effect of class size on the teaching of pupils aged 7 – 11 years (2007, background): “However, as Alexander (2000) has shown, pedagogies differ between countries; for example, in some countries, such as Russia, there is more emphasis on the collective, in terms of pedagogy and learning rather than the individual, and so the nature of the relationship between the three factors, and…”
Talk and the Development of Reasoning and Understanding (2008, background): “However, many researchers have put forward persuasive and influential arguments for the importance of the quality of teacher-student dialogue on the development of children’s understanding of science and other curriculum subjects [e.g., Lemke, 1990; Wells, 1999; Alexander, 2000; Mortimer & Scott, 20”
The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, background): “…to express their understandings and misunderstanding, think aloud, ask questions, and explore ideas without being immediately evaluated as “wrong” or “right” by the teacher (Alexander, 2001, 2008; Dawes, 2008; Mercer, 1995; Nystrand, 1997; Skidmore, 2006; Scott, 2008; Wells, 1999, 2009).”
Developing dialogic teaching: genesis, process, trial (2018, background): “e spectrum above arose from international classroom observation and video analysis (Alexander 2001), and serves as an empirical as well as conceptual corrective to the familiar opposition of ‘transmission’ and ‘discovery’ – telling children versus letting them nd out for themselves.”
Talk, talk, talk: teaching and learning in whole class discourse (2006, background): “More recently, and in response to concerns that the interactive whole class teaching recommended by UK national strategies was recreating teacher-dominated talk scenarios, Alexander (2004) has advocated the use of dialogic teaching which aims to be ‘more consistently searching and more genuinely rec”
Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice (2008, neutral): “I then discuss the work of two leading edu-cationalists in the UK, Robin Alexander (University of Cambridge) and Chris Watkins (University of London) and consider their contributions to the development of dialogic teaching as a theoretical concept.”
Co-teaching as a context for teachers' professional learning and joint knowledge construction (2012, background): “Alexander (2000) found in his comparative study of primary education in five nations, that educational policy and practice can be considerably influenced by the particular balance and dynamics of centralisation, social control, national identity, wealth, and historical change in each location,…”
Learning with nature and learning from others: nature as setting and resource for early childhood education (2015, background): “Pedagogy encompasses the teacher and so much more (Alexander, 2000), and it is exciting to see research encompassing the many strands and perspectives of naturebased learning.”
Autism, intense interests and support in school: from wasted efforts to shared understandings (2019, background): “In addition, the unquestioned, high value placed on “broad and balanced” education programmes (Alexander 2000; DfE 2014) should be reconsidered if schools are to be truly inclusive and accessible, with curriculum planning incorporating from its inception a diversity of learning styles and needs (R.”
PISA and high-performing education systems: explaining Singapore’s education success (2016, background): “As the most influential factor in student academic achievement, pedagogical practice is embedded in such contexts which support, regulate and constrain what teachers do in classrooms (Alexander 2000, 2004; Meyer 1980, 2008).”
“Low Ability,” Participation, and Identity in Dialogic Pedagogy (2017, background): “As Alexander (2001) argues, pedagogies include discourses about pupils—their abilities and motivations, in short, what kind of people they are—and these discourses influence teacher practices in the classroom.”
How do primary school teachers define and implement ‘interactive teaching’ in the National Literacy Strategy in England? (2003, background): “(2000) have found that even ‘effective’ teachers of literacy have not broken the mould of initiate–response–feedback dominated interaction, and Alexander’s (2000) ‘five cultures’ research also revealed the persistence of this pattern of classroom interaction in England. The concept of ‘interactive t”
Teacher interventions in small group work in secondary mathematics and science lessons (2016, background): “While different educational cultures prioritize talk in different ways (Alexander 2001), re ﬂ ecting upon the possibilities and local impact of changing established patterns of talk can be bene ﬁ cial in any setting.”
Formal and Informal Mentoring (2014, methodology): “Our conceptual framework and research questions served as the basis for our initial coding framework for interview transcripts (Alexander, 2001).”
Meaning between, in and around words, gestures and postures – multimodal meaning-making in children's classroom discourse (2014, background): “This is an important area for research because assumptions are made about the importance of language in teaching and learning (Mercer 1995, 2000; Alexander 2000) where in fact there is a growing understanding that these are accomplished multimodally (Kress et al.”