Frank Christopher Hardman

Search results

• 2019

  Systematic Observation Methods

  Hardman, J. & Hardman, F. C., 2019, SAGE Research Methods. Atkinson, P., Delamont, S., Cernat, A., Sakshaug, J. W. & Williams, R. A. (eds.). SAGE, p. 2-12 11 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review
• 2017

  Observing and recording classroom processes

  Hardman, F. C. & Hardman, J., 2017, British Education Research Association/SAGE Handbook of Educational Research. Wyse, D., Suter, L., Selwyn, N. & Smith, E. (eds.). SAGE, p. 571-589 18 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

• Systematic observation: changes and continuities over time

  Hardman, F. C. & Hardman, J., 2017, Handbook on Life in Schools and Classrooms: Past, present and future visions. Maclean, R. (ed.). Springer, p. 123-137 15 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

• 2016

  Guided Co-construction in Classroom Talk

  Hardman, J. & Hardman, F. C., 2016, Handbook of Language and Education: Discourse and Education. May, S., Wortham, S. & Kim, D. (eds.). Springer, p. 1-12

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

• 2013

  Reforming teacher education in East Africa: the importance of socio-cultural context

  Abd-Kadir (Hardman), J. & Hardman, F. C., 2013, Researching Cultures of Learning. London: Palgrave Macmillan, p. 80-94 15 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

• 2010

  Classroom discourse: towards a dialogic pedagogy

  Hardman, F. C. & Abd-Kadir (Hardman), J., 2010, The Routledge International Handbook of English, Language and Literacy Teaching. Wyse, D., Andrews, R. & Hoffman, J. (eds.). London: Routledge, p. 254–263 10 p. (The Routledge International Handbook Series).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review
• 2008

  Opening-up classroom discourse: the importance of teacher feedback

  Hardman, F. C., 2008, Exploring Talk in School: Inspired by the Work of Douglas Barnes . Mercer, N. & Hodgkinson, S. (eds.). SAGE, p. 131–150

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

• Teachers' use of feedback in whole-class and group-based talk

  Hardman, F. C., 2008, Exploring talk in schools: inspired by the work of Douglas Barnes. Neil, M. & Steve, H. (eds.). SAGE, p. 131 1 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

• The guided co-construction of knowledge

  Hardman, F. C., 2008, Encyclopaedia of Language and Education. M, M-J., A, D. M. & N, H. (eds.). Springer, p. 253–264

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

• 2001

  Horse before the cart: developing an evidenced-based approach to educational policy

  Hardman, F. C. & Smith, F., 2001, The National Curriculum and its effects. Hampshire: Ashgate, p. 151-172 21 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

• 1997

  English for the Twenty-first Century: Meeting the Training Needs of Teachers

  Hardman, F. C. & Williamson, J., 1997, Quality in Education. Watson, K., Modgil, C. & Modgil, S. (eds.). London: Cassell, Vol. 4. p. 172-179 8 p. (Educational Dilemmas: Debate and Diversity; vol. 4).

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed)

• 1994

  The Importance of Bad Lessons

  Hardman, F. C., Bramald, R., Leat, D. & McManus, E., 1994, Teacher Education Reform: Current research. London: Paul Chapman, p. 147-156 10 p.

  Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review