Post-16 English Teaching: From Recitation to Discussion.

Frank Hardman; Maria Mroz

Post-16 English Teaching: From Recitation to Discussion.

Institute for Effective Education

Research output: Contribution to journal › Article › peer-review

Abstract

Following a study finding that British teachers of post-16 English primarily used teacher-led recitation, four teachers were coached in alternative discourse strategies. The training resulted in a higher level of student initiation, thinking, and reciprocal listening. (SK).

Original language	English
Pages (from-to)	283-293
Number of pages	11
Journal	Educational Review
Volume	51
Issue number	3
Publication status	Published - 1999

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: Educational Review, Nov 1999, vol. 51, no. 3, p. 283-93, ISSN: 0013-1911.

DataStar update date: 20040101

Access to Document

http://elinks.dialog.com/servlet/LinkManager.StarLinksDirector?issn=0013-1911&vol=51&issue=3&page=283&epage=293&year=1999&lm=false&rel=v3&userid=AAAWDK&publ=openURL8303011&aulast=Hardman&pf_id=0&app=EDUCAT&snr=20110526_153731_f8e21_58&db=ERIC&title=Educational+Review&atitle=Post-16+English+Teaching%3A+From+Recitation+to+Discussion

Cite this

Hardman, F., & Mroz, M. (1999). Post-16 English Teaching: From Recitation to Discussion. Educational Review, 51(3), 283-293. http://elinks.dialog.com/servlet/LinkManager.StarLinksDirector?issn=0013-1911&vol=51&issue=3&page=283&epage=293&year=1999&lm=false&rel=v3&userid=AAAWDK&publ=openURL8303011&aulast=Hardman&pf_id=0&app=EDUCAT&snr=20110526_153731_f8e21_58&db=ERIC&title=Educational+Review&atitle=Post-16+English+Teaching%3A+From+Recitation+to+Discussion

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title = "Post-16 English Teaching: From Recitation to Discussion.",

abstract = "Following a study finding that British teachers of post-16 English primarily used teacher-led recitation, four teachers were coached in alternative discourse strategies. The training resulted in a higher level of student initiation, thinking, and reciprocal listening. (SK).",

author = "Frank Hardman and Maria Mroz",

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year = "1999",

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Hardman, F & Mroz, M 1999, 'Post-16 English Teaching: From Recitation to Discussion.', Educational Review, vol. 51, no. 3, pp. 283-293. <http://elinks.dialog.com/servlet/LinkManager.StarLinksDirector?issn=0013-1911&vol=51&issue=3&page=283&epage=293&year=1999&lm=false&rel=v3&userid=AAAWDK&publ=openURL8303011&aulast=Hardman&pf_id=0&app=EDUCAT&snr=20110526_153731_f8e21_58&db=ERIC&title=Educational+Review&atitle=Post-16+English+Teaching%3A+From+Recitation+to+Discussion>

TY - JOUR

T1 - Post-16 English Teaching

T2 - From Recitation to Discussion.

AU - Hardman, Frank

AU - Mroz, Maria

N1 - Database: ERIC Record type: New. Language: English DataStar source field: Educational Review, Nov 1999, vol. 51, no. 3, p. 283-93, ISSN: 0013-1911. DataStar update date: 20040101

PY - 1999

Y1 - 1999

N2 - Following a study finding that British teachers of post-16 English primarily used teacher-led recitation, four teachers were coached in alternative discourse strategies. The training resulted in a higher level of student initiation, thinking, and reciprocal listening. (SK).

AB - Following a study finding that British teachers of post-16 English primarily used teacher-led recitation, four teachers were coached in alternative discourse strategies. The training resulted in a higher level of student initiation, thinking, and reciprocal listening. (SK).

M3 - Article

SN - 0013-1911

VL - 51

SP - 283

EP - 293

JO - Educational Review

JF - Educational Review

IS - 3

ER -