Interactive whole class teaching in the National Literacy and Numercy Strategies

By F. Smith, F. Hardman, Kate Wall, M. Mroz. 2004

249 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/cce19dc2920c83f6d6b07c2d25d6055c4d520431

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Citations in the corpus

Road Maps for Learning: A Guide to the Navigation of Learning Progressions (2011, unknown): “However, such practice is not a characteristic of many classrooms ( Applebee, Langer, Nystrand, & Gamoran, 2003 ; Smith, Hardman, Wall, & Mroz, 2004 )”
Developing dialogic teaching: genesis, process, trial (2018, background): “…1969, Sinclair and Coulthard 19753; Barnes and Todd 1977; Mehan 1979; Nystrand et al. 1997; Galton et al. 1999; Alexander 2001, 2008; Cazden 2001; Hardman, Smith, and Wall 2003; Mortimer and Scott 2003; Smith et al. 2004; Galton 2008; Mehan and Cazden 2015; Resnick, Asterhan, and Clarke 2015).”
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms (2017, background): “Observational studies of classroom instruction indicate that teachers tend to dominate classroom interaction, avoid contestable issues, and use talk largely to maintain control and assess students’ knowledge (Alexander 2005; Nystrand et al. 2003; Smith et al. 2004; Walsh 2002).”
Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice? (2012, background): “This classroom arrangement developed in response to individualized learning and child-centred approaches popular in the 1960s and 1970s, but continues to be used, with some awkwardness, in classrooms where interactive whole-class teaching is now favoured (DfES, 2006; Smith et al., 2004).”
From Moves to Sequences: Expanding the Unit of Analysis in the Study of Classroom Discourse. (2015, background): “…(Nystrand et al., 1997), about the extent to which new instructional policies have modified classroom interactional patterns (Galton et al., 1999; Smith et al., 2004), about the relationships between classroom interaction and social class (Harris & Williams, 2012), about shifts in classroom…”
Improving pupil group work interaction and dialogue in primary classrooms: results from a year‐long intervention study (2009, background): “…students have few opportunities to think and develop an argument or a line of reasoning in a structured and coherent manner (Cazden, 2001; Smith et al., 2004) and there are indications that primary age pupils’ ability to sustain topics of discussion is relatively poor (Dorval & Gundy,…”
Developing the theory of formative assessment (2009, background): “Passive Or Involved this form of interaction is the norm in most classrooms (Applebee et al., 2003; Hardman, et al., 2003; Smith et al., 2004).”
Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective (2008, methodology): “…class parts of the hour in place” (Fisher, 2002, p. 35).3 However, at the micro-level, Hardman, Smith, and colleagues (Hardman, Smith, & Wall, 2003; Smith et al., 2004) found that official endorsements of “interactive, whole class teaching” were largely ineffective in changing patterns of…”