Dialogic educators have designed strategies to facilitate dialogic teaching, such as establishing ground rules, employing talk moves, and structuring discussions. Though productive, such strategies rarely open dialogic space, in which shared meaning is created through an interaction that blurs the boundaries between participating voices. Dialogic…

This article looks at the possibilities of content-based instruction in mainstream English secondary schools. It considers the continuum from a language to content focus in classrooms where teachers collaborate. English as an additional language (EAL) and subject curriculum teachers work together to support young people while they simultaneously…

Unlike other professions, such as medicine and law, newly qualified teachers (NQTs) are required to assume full professional responsibilities from the 1st day they enter a classroom. A lack of support for beginning teachers has been linked with widespread attrition from the profession in the United Kingdom and the United States. This article…

This article gives a brief historical account of the principal rationales of drama in education in England, pursuing the notion of distortion of the nature of drama itself. By looking at past mistakes, we may better assess the place of drama in today's curriculum. (MT)

Presents an overview of the English and Singaporean education systems, focusing on the high stakes assessment systems operating at the elementary level in both countries. The effects of these high stakes assessments on teachers and students are described, noting potential lessons for U.S. educators related to establishing credibility, engaging the…

Examines British research that investigated the learning processes involved in school-based teacher education and the role of mentors and higher education tutors in supporting that learning. Results suggest that effective mentoring and higher education tutoring are both central to the professional preparation of teachers, each making important but…