NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ877689
Record Type: Journal
Publication Date: 2010-Apr
Pages: 8
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1741-4350
Teacher and Child Talk in Active Learning and Whole-Class Contexts: Some Implications for Children from Economically Less Advantaged Home Backgrounds
Martlew, Joan; Ellis, Sue; Stephen, Christine; Ellis, Jennifer
Literacy, v44 n1 p12-19 Apr 2010
This paper reports the experiences of 150 children and six primary teachers when active learning pedagogies were introduced into the first year of primary schools. Although active learning increased the amount of talk between children, those from socio-economically advantaged homes talked more than those from less advantaged homes. Also, individual children experienced very little time engaged in high-quality talk with the teacher, despite the teachers spending over one-third of their time responding to children's needs and interests. Contextual differences, such as the different staffing ratios in schools and pre-schools, may affect how well the benefits of active learning transfer from pre-school contexts into primary schools. Policy-makers and teachers should pay particular attention to the implications of this for the education of children from economically less advantaged home backgrounds. (Contains 6 tables.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Primary Education
Audience: Teachers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A