Abstract
What is education about? It involves learning about how society functions, alongside developing potential to cope with and contribute positively to our community, in line with personal needs. We do this through exchanges with others, but give little attention to this verbal and non-verbal process, with limited understanding of how it affects teaching and learning.
Access provided by CONRICYT-eBooks. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
References
Ainscow, M., & Tweddle, D. (1988). Preventing classroom failure: An objective approach. London: Fulton Publishers.
Amidon, E. J., & Flanders, N. A. (1967). Interaction analysis as a feedback system. In E. J. Amidon & J. B. Hough (Eds.), Interaction analysis: Theory, research & application. London: Addison-Wesley Publications.
Amidon, E., & Hunter, E. (1967). Improving teaching: The analysis of classroom verbal interaction. New York, NY: Holt, Rinehart, & Winston.
Anderson, R. (1974). Concretization and sentence learning. Journal of Educational Psychology, 66(2), 179–183.
Anderson, R. (1977). The notion of schema and the educational enterprise: General discussion of the conference. In R. Anderson, R. Spiro, & W. Montagues (Eds.), Schooling and the acquisition of knowledge. Hillsdale, NJ: Erlbaum.
Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.
Barrow, R. (1993). Language, intelligence and thought. Hants: Edward Elgar Publishing Company.
Bell, J. (1989). Doing your research project: A guide for first-time researchers in educational and social science. Milton Keynes: Open University Press.
Bell, N. (1991). Visualizing and verbalizing for language comprehension and thinking. San Luis Obispo, CA: Gander Educational Publishing.
Bernes, E. (1964). Games people play. London: Penguin Books.
Booth, D., & Thornley Hall, C. (1991). The talk curriculum. Ontario: Pembroke Publishers Ltd.
Brigman, G., Lane, D., Switzer, D., Lane, R., & Lawrence, R. (1999). Teaching children success skills. The Journal of Educational Research, 92(6), 323–329.
Brooks, W., & Friedrich, G. (1973). Teaching speech communication in the secondary classroom. Boston, MA: H. Mifflin Co.
Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen.
Brown, G., & Yule, G. (1983). Teaching spoken language. Cambridge: Cambridge University Press.
Brown, G., Anderson, A., Shillcock, R., & Yule, G. (1984). Teaching talk: Strategies for production and assessment. Cambridge: Cambridge University Press.
Bruner, J. (1983). Child’s talk. New York, NY: Norton.
Bullock, A. (1975). A language for life. London: HMSO.
Carnegie Foundation. (1992). Ready to learn: A mandate for the nation. New York, NY: Carnegie Corporation.
CBI/Pearson. (2017). Education and skills survey: Helping the UK thrive. Retrieved June 30, 2017, from www.cbi.com
Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann Educational Books Inc.
Chang, G., & Wells, G. (1988). The literate potential of collaborative talk. In M. Maclure, T. Phillips, & A. Wilkinson (Eds.), Oracy matters. Milton Keynes: Open University Press.
Clark, J. M. (1987). Understanding pictures and words: Comments on Potter, Kroll, Yachzel, Carpenter, & Sherman (1986). Journal of Educational Psychology, 116(3), 307–309.
Clark, J., & Paivio, A. (1991). Dual coding theory and education. Education Psychology Review, 3(3), 149–210.
Cohen, E. (1986). Designing group work strategies for the heterogeneous classroom. New York, NY: Teachers College Press.
Cohen, L., & Manion, L. (1996). Research methods in education. London: Routledge.
Cooper, P. (2001). What works in Educating pupils with emotional & behaviour difficulties. London: Barnardos Publishing.
Coopersmith, S. (1967). Antecedents of self-esteem. San Francisco, CA: W. H. Freeman.
Craik, F., & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behaviour, 11(6), 671–684.
Dearing, R. (1993). Higher education in the learning society. London: HMSO.
De Cecco, J. (1967). The psychology of language, thought and instruction. New York, NY: Holt, Rinehart and Winston Inc.
De Groot, A. (1989). Representational aspects of word image-ability and word frequency as assessed through word association. Journal of Experimental Psychology: Learning, Memory and Cognition, 15(5), 824–845.
Denis, M. (1984). Imagery and prose: A critical review of research on adults and children. Text, 4, 381–401.
Dyson, A., & Clarke, C. (1995). Innovatory practice in main stream schools. London: HMSO.
Edwards, J. (1979). Language and disadvantage. London: Edward Arnold.
Frey, D., Leonard, D., & Beatty, W. (1975). Student ratings of instruction: Validation research. American Educational Research Journal, 12(4), 435–447.
Flanders, N. (1970). Analysing teaching behaviour. Reading, MA: Addison-Wesley.
Goodlad, S., & Hurst, B. (1990). Explorations in real tutoring. London: Blackwell Education.
Grittin, P., & Shuy, R. (1978). Final report to Carnegie corporation of New York: Children’s functional language and education in the early years. Washington, DC: Centre for Applied Linguistics.
Gross, J. (1993). Special educational needs in the primary school: A practical guide. Buckingham: Open University Press.
Hicks, D. (1996). Contextual inquiries: A discourse-oriented study of classroom living. In D. Hicks (Ed.), Discourse, learning, and schooling. Cambridge: Cambridge University Press.
Hunter-Carsch, M., & Herrington, M. (2001). Dyslexia and effective learning. London: Whurr.
Johnson, D. (1994). Research methods in educational management. Essex: Longman Information & Reference.
Knapp, M. (1998). How shall we study comprehensive collaborative services for children and families? Educational Researcher, 24(4), 5–16.
Lee, J., & Van Patten, B. (1995). Making communicative language teaching happen. New York, NY: Mc Graw Hill.
Lewis, A. (1991/1995). Primary special needs and the national curriculum. London: Routledge.
Lipman, M. (1991). Thinking in education. Cambridge: Cambridge University Press.
Locke, A. (2000). Let’s talk project. Sheffield: NHS.
Loughran, J., & Gunstone, R. (1997). Professional development in residence: Developing reflection on science teaching and learning. Journal of Education for Teaching, 23(2), 159–178.
Maclure, M., Phillips, T., & Wilkinson, A. (Eds.). (1988). Oracy matters: The development of talking and listening in education. Milton Keynes: Open University Press.
McNamara, S., & Moreton, G. (1993). Teaching special needs. London: David Fulton Publishers.
McNiff, J. (2000). Action research in organisations. London: Routledge.
Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth.
Merrett, F. (1994). Improving reading: A teachers guide to peer tutoring. London: David Fulton Publishers.
Michaels, S. (1985). Hearing the connections in children’s oral and written discourse. Journal of Education, 167(1), 36–56.
Murray, H. (1983). Low inference classroom teaching behaviours and student ratings of college teaching effectiveness. Journal of Educational Psychology, 75(1), 138–149.
Nelson, D., & Burchell, K. (1998). Evaluation of the communication opportunity group scheme. Warwick: South Warwickshire NHS Trust.
Olson, D., & Torrance, N. (1996). The handbook of education and human development: New models of learning, teaching, and schooling. Oxford: Blackwell Publishers.
Paivio, A. (1971). Imagery and verbal processes. New York, NY: Holt, Rinehart, & Winston.
Phillips, G., Dunham, R., Brubaker, R., & Butt, B. (1970). The development of oral communication in the classroom. New York, NY: The Bobbs-Merrill Company Incorporated.
Phillips, E., & Pugh, D. (2000). How to get a PhD. Buckingham: Open University Press.
Phillips, S. (1972). Participant structures and communication competence. In C. Cazden, D. Hymes, & V. John (Eds.), The functions of language in the classroom (pp. 370–394). New York, NY: Teachers College Press.
Reynolds, D., & Farrell, S. (1996). Worlds apart? An OFSTED review of internal surveys of educational achievement involving England. London: HMSO.
Rosen, C., & Rosen, H. (1973). The language of primary school children. London: Penguin Education.
Rowe, M. (1974). Wait times and rewards as instructional variables: Their influence on language, logic and fate control, i wait time. Journal of Research in Science Teaching, 11(2), 81–94.
Rudder, M. (1999, April/June). Eliciting student talk. English Teaching Forum, 37(2), 24–25.
Sage, R. (1986). A question of language disorder. Sheffield: MRC Trent Research Report.
Sage, R. (1992). Communication in the classroom. PhD Thesis. Leicester: University of Leicester.
Sage, R. (1998). Communication support for students in senior school. Leicester: University of Leicester. (Report for Leicester Action Zone)
Sage, R. (2000a). Class talk. London: Network Continuum.
Sage, R. (2000b). The communication opportunity group scheme. Leicester: University of Leicester.
Sage, R. (2010). Meeting the needs of students with diverse backgrounds. Network Continuum.
Sage, R. (Ed.). (2011/2014). A European study of Inter-competency and Dialogue through Literature (IDIAL). Investigating the development of transversal abilities in school children. Life Long Learning Programme: Commenius.
Sage, R., & Shaw, P. (1992). Collaborative teaching and learning. London: CSSD Publication.
Sage, R., & Whittingham, J. (1997). Using the communication opportunity group scheme in senior schools: A speech and language therapy and teaching initiative. Warwickshire: LEA/AHA.
SED. (1977a). Assessment for all: A report of the committee to review assessment in the third and fourth years of secondary education in Scotland (The Dunning Report). Edinburgh: HMSO.
SED. (1977b). The structure of the curriculum in the third and fourth years of the Scottish secondary school (The Munn Report). Edinburgh: HMSO.
Sharpe, K. (1997). Mr Gradgrind and Miss Beale: Old dichotomies, inexorable choices and what shall we tell the students about primary teaching methods? Journal for Education for Teaching, 23(1), 69–83.
Swift, J., & Gooding, C. (1983). Interactive wait time, feedback and questioning instruction in middle school science teaching. Journal of Research in Science Teaching, 20(8), 721–730.
Tizard, B., & Hughes, M. (1984). Young children learning. London: Fontana.
Topping, K. (1988). The peer tutoring handbook. London: Croom Helm.
Van Oers, B., & Hannikainen, M. (2001). Some thoughts about togetherness: An introduction. International Journal of Early Years Education, 9(2), 101–108.
Vermunt, J., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning & Instruction, 9(3), 257–280.
Wallach, G., & Miller, L. (1988). Language intervention and academic success. New York, NY: College-Hill.
Wang, M., Haertel, G., & Walberg, H. (1994). What helps students learn? Educational Leadership, 51(4), 74–79.
Walkin, L. (1990). Teaching and learning in further and adult education. Cheltenham: Stanley Thornes Publishers Ltd.
Wardhaugh, R. (1985). How conversation works. Oxford: Basil Blackwell Publishers Ltd.
Wells, G. (1986). The hearing makers. London: Hodder & Stoughton.
Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Westby, C. (1984). Development of narrative language abilities. In G. Wallach & K. Butler (Eds.), Language learning disabilities in school age children. Baltimore, MD: Williams & Williams.
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Orton, K. (2017). Evaluating Communicative Approaches in Education. In: Paradoxes in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-185-8_10
Download citation
DOI: https://doi.org/10.1007/978-94-6351-185-8_10
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-185-8
eBook Packages: EducationEducation (R0)