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  • Enacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10 /
Tác giả CN Jenkins, Philip.
Nhan đề Enacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10 /Philip Jenkins and Sue Lyle
Thông tin xuất bản 2010
Mô tả vật lý p. 459 - 472
Tóm tắt The Philosophy for Children in Schools Project (P4CISP) is a research project to moni¬tor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of four children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils were video recorded while engaged in discussion of questions they formulated them¬selves in response to a series of texts in preparation for a community of philosophical enquiry. Group discussions were analysed, paying attention to verbal and non-verbal communication. We argue that reading scores do not necessarily indicate inability tc engage in literate thinking. When dialogic approaches are used and pupils are givei opportunities to work in small groups to formulate their own questions and evaluat their potential for generating enquiry, they demonstrate their ability to use higher-orde language skills. Dialogic approaches can challenge the hegemonic impact of standarc ised testing that dominates modem schooling. A dialogic approach to teaching lister to pupil voice and has the potential to change how adults view children and contribu to an epistemological paradigm shift away from positivism towards dialogism
Đề mục chủ đề Ngôn ngữ--TVĐHHN.
Thuật ngữ không kiểm soát Participatory discourse.
Thuật ngữ không kiểm soát Dialogic.
Thuật ngữ không kiểm soát Sociocultui theory.
Thuật ngữ không kiểm soát Pedagogy.
Thuật ngữ không kiểm soát Classroom dialogue.
Thuật ngữ không kiểm soát Peer interaction.
Tác giả(bs) CN Lyle, Sue.
Nguồn trích Language and education- 2010, Vol 24, N.6
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039|a20200722083619|bhuongnt|y20160818090134|zkhiembt
0410|aeng
1001|aJenkins, Philip.
24510|aEnacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10 /|cPhilip Jenkins and Sue Lyle
260|c2010
300|ap. 459 - 472
3620|aVol24 (November 2010)
520|aThe Philosophy for Children in Schools Project (P4CISP) is a research project to moni¬tor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of four children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils were video recorded while engaged in discussion of questions they formulated them¬selves in response to a series of texts in preparation for a community of philosophical enquiry. Group discussions were analysed, paying attention to verbal and non-verbal communication. We argue that reading scores do not necessarily indicate inability tc engage in literate thinking. When dialogic approaches are used and pupils are givei opportunities to work in small groups to formulate their own questions and evaluat their potential for generating enquiry, they demonstrate their ability to use higher-orde language skills. Dialogic approaches can challenge the hegemonic impact of standarc ised testing that dominates modem schooling. A dialogic approach to teaching lister to pupil voice and has the potential to change how adults view children and contribu to an epistemological paradigm shift away from positivism towards dialogism
65017|aNgôn ngữ|2TVĐHHN.
653|aParticipatory discourse.
653|aDialogic.
653|aSociocultui theory.
653|aPedagogy.
6530|aClassroom dialogue.
6530 |aPeer interaction.
7001|aLyle, Sue.
7730|tLanguage and education|g2010, Vol 24, N.6
890|a0|b0|c0|d0

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