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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 (Unpublished)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 14:56
Last Modified: 05 Oct 2011 12:01
URI: http://eprints.hud.ac.uk/id/eprint/11070

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