Creating Classroom Communities of Learning (Paperback)

Roger Barnard

ISBN 10: 1847691129 / ISBN 13: 9781847691125

Published by Channel View Publications Ltd, Bristol, 2008

About this Item

Paperback. The case studies in this book are based on transcripts of classroom interaction in nine different countries. In each chapter, the first author explains the specific context and through a theoretical and/or experiential perspective interprets the transcript data. The data are then re-interpreted by other authors in the book, illustrating the complexity and richness of interpretation and creating a dialogue among the book's contributors. At the end of each chapter, readers are then invited with assistance to join in the conversation by providing their own interpretations of other transcript data from the same context. The book will be useful for student teachers or practicing professionals, as well as all educators interested in exploratory classroom research. This book brings together nine case studies of teachers and young learners worldwide. In each setting, classroom interaction is interpreted to illustrate how teachers and their students verbally co-construct culturally appropriate learning attitudes and behaviours. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Seller Inventory # 9781847691125

Bibliographic Details

• Title: Creating Classroom Communities of Learning (Paperback)
• Publisher: Channel View Publications Ltd, Bristol
• Publication Date: 2008
• Language: English
• ISBN 10: 1847691129
• ISBN 13: 9781847691125
• Binding: Paperback
• Condition: new

About this title

Synopsis

The case studies in this book are based on transcripts of classroom interaction in nine different countries. In each chapter, the first author explains the specific context and through a theoretical and/or experiential perspective interprets the transcript data. The data are then re-interpreted by other authors in the book, illustrating the complexity and richness of interpretation and creating a dialogue among the book’s contributors. At the end of each chapter, readers are then invited with assistance to join in the conversation by providing their own interpretations of other transcript data from the same context. The book will be useful for student teachers or practicing professionals, as well as all educators interested in exploratory classroom research.

About the Authors

Roger Barnard is a Research Associate in the Division of Education at the University of Waikato, New Zealand. His research interests include second language education and language policy. His most recent book is Narratives of Qualitative PhD Research: Identities, Languages and Cultures in Transition (co-edited with Y. Gurney and Y Wang. Routledge, 2023).

Professor María E. Torres-Guzmán is a professor in bilingual/multicultural education at Teachers College, Columbia University, New York, NY. She has primarily focused on teacher development and cultural aspects of the education of language minority populations in the United States, Spain and elsewhere.