Child-teacher dialogue as a stimulus for professional learning: an international study
Child-teacher dialogue as a stimulus for professional learning: an international study
This paper reports the findings of a new phase of a long-term programme of research exploring how the views of students can help in promoting professional learning. Building on earlier research carried out with secondary schools and funded by the European Union, the study involves primary schools in five European countries. The research begins the process of filling gaps in knowledge pinpointed by recent literature reviews. First, it focuses on younger children in primary schools (4 to 11-year olds). Secondly, it is concerned with the improvement of teaching and learning. And, thirdly, it involves the use of varied methods of inquiry, designed to engage the interests of younger children in ways that are intended to generate relevant data.
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Ainscow, Mel
441ae66a-c245-468d-94c7-55897660823f
April 2019
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Ainscow, Mel
441ae66a-c245-468d-94c7-55897660823f
Messiou, Kyriaki and Ainscow, Mel
(2019)
Child-teacher dialogue as a stimulus for professional learning: an international study.
American Educational Research Association (AERA) : AERA 2019, , Toronto, Canada.
05 - 09 Apr 2019.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This paper reports the findings of a new phase of a long-term programme of research exploring how the views of students can help in promoting professional learning. Building on earlier research carried out with secondary schools and funded by the European Union, the study involves primary schools in five European countries. The research begins the process of filling gaps in knowledge pinpointed by recent literature reviews. First, it focuses on younger children in primary schools (4 to 11-year olds). Secondly, it is concerned with the improvement of teaching and learning. And, thirdly, it involves the use of varied methods of inquiry, designed to engage the interests of younger children in ways that are intended to generate relevant data.
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Published date: April 2019
Venue - Dates:
American Educational Research Association (AERA) : AERA 2019, , Toronto, Canada, 2019-04-05 - 2019-04-09
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Local EPrints ID: 472146
URI: http://eprints.soton.ac.uk/id/eprint/472146
PURE UUID: a9e50a74-1876-47b1-b80a-3f6407c02d9a
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Date deposited: 28 Nov 2022 17:50
Last modified: 17 Mar 2024 03:31
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Author:
Mel Ainscow
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