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ERIC Number: ED456441
Record Type: RIE
Publication Date: 2001-Jul
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Lessons from the Classroom: What We Learn about Effective Pedagogy from Teacher-Student Interactions.
Edwards-Groves, Christine J.
Teachers have always understood the critical significance of good teaching to their students' learning. However, the practical question for teachers is what this looks like in actual classroom lessons and how they shape a culture of authentic learning in schools, which prepares young people for tomorrow's world. Essentially, this paper establishes what lessons can be learned about literacy practices by looking at classroom talk. It simply focuses on the efficacy of classroom literacy lessons by assembling the information about what is and can be accomplished by the talk of the classroom and by demystifying the importance of teacher-student interactions through transcript technology. The essential elements of classrooms literacy practice are unpacked and highlighted in terms of its relationship to interactive practices. The topics of talk (what is the focus of the talk in literacy lessons) and the structure of lessons are reviewed. There is a need for teachers to become involved in shaping the directions of change at the fundamental level of practice in the best interests of their students, and so the important implications for professional development are highlighted. (Contains 18 references and several brief transcripts.) (Author/RS)
For full text: http://www.cdesign.com.au/aate/aate_papers/164_edwards _groves.htm.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Joint National Conference of the Australian Association for the Teaching of English and the Australian Literacy Educators' Association (Hobart, Tasmania, Australia, July 12-15, 2001).