The Discourse of the Literacy Hour

Maria Mroz, Fay Smith, Frank Hardman

Research output: Contribution to journalArticlepeer-review

Abstract

Presents a study in which ten teachers from England were observed teaching literacy skills to primary age children to determine if they were teaching in a manner that provided for class discussion. Finds that teacher-led question and answer sessions were the most frequently used form of interaction. (DAJ).
Original languageEnglish
Pages (from-to)379-390
Number of pages12
JournalCambridge Journal of Education
Volume30
Issue number3
Publication statusPublished - 2000

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: Cambridge Journal of Education, Nov 2000, vol. 30, no. 3, p. 379-90, ISSN: 0305-764X.

DataStar update date: 20040101

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