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Friendship and ‘talk’ as a facilitator of children’s learning in a ‘natural’ classroom setting: exploring ‘talk’ and ‘task progress’ to inform classroom practice

Pressler, Shirley J. and Erwin, Philip G. (2011) Friendship and ‘talk’ as a facilitator of children’s learning in a ‘natural’ classroom setting: exploring ‘talk’ and ‘task progress’ to inform classroom practice. In: SEPD Conference 2011, 29th March 2011, University of Huddersfield. (Unpublished)

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    Abstract

    Uses of analogy, peer support, friendship and
    types of talk used have all been shown to have
    an impact on children’s problem solving and
    reasoning (e.g., Azmitia & Montgomery, 1993;
    Mercer, 1995; Mercer et al, 2004; Schacter,
    1999), and to impact differently on boys and
    girls (Keogh et al, 2000).
    This study investigated the relationship between
    sophistication of talk (from disputational
    through to cumulative and finally exploratory)
    and sophistication of analogy problem solving.

    Item Type: Conference or Workshop Item (Poster)
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education > LB1501 Primary Education
    Schools: School of Education and Professional Development
    Related URLs:
    Depositing User: Cherry Edmunds
    Date Deposited: 25 Jul 2011 15:56
    Last Modified: 05 Oct 2011 13:01
    URI: http://eprints.hud.ac.uk/id/eprint/11070

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