People Involved:

Adam Lefstein, Julia Snell, Gemma Moss

Tags:

Adam Lefstein   Gemma Moss   Julia Snell   collaboration   professional learning   school   video   2008/9  

Project Outputs:

Project Sheet 570.85 Kb

Summary

This ESRC study examines the role of different patterns of classroom interaction between teachers and students in facilitating and/or impeding change of classroom practice towards greater dialogic approaches. The research involves an extended case study of the change processes associated with a professional development programme designed to encourage and support dialogic teaching and learning of reading comprehension.