Common knowledge : the development of understanding in the classroom / Derek Edwards and Neil Mercer.

Format:

Book

Author/Creator:

Edwards, Derek, author.

Contributor:

Mercer, Neil.

Series:

Routledge revivals.

Routledge revivals

Language:

English

Subjects (All):

Communication in education--Great Britain--Case studies.

Communication in education.

Interaction analysis in education--Case studies.

Interaction analysis in education.

Comprehension--Case studies.

Comprehension.

Physical Description:

1 online resource (206 p.)

Edition:

1st ed.

Place of Publication:

Oxon [England] : Routledge, 2012.

Language Note:

English

Summary:

First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers. First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers.

Contents:

Preface and Acknowledgements 1. Introduction 2. Approaches to classroom knowledge and talk 3. An ideology of teaching 4. Ground-rules of educational discourse 5. Context and continuity 6. Ritual and principle 7. Communication and control 8. Conclusions and implications 9. Appendix: Outline of the research project

Notes:

First published in 1987 by Methuen & Co.

Includes bibliographical references and index.

Description based on metadata supplied by the publisher and other sources.

ISBN:

1-136-21267-1

0-203-09528-6

1-299-14070-X

1-136-21268-X

9780203095287

OCLC:

827207224