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  1. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School. Education Studies.Sue Lyle & Thomas Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative questionnaires were (...)
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  • Enacting Dialogue: The Impact of Promoting Philosophy for Children on the Literate Thinking of Identified Poor Readers, Aged 10.Philip Jenkins - 2010 - Language and Education 24 (6):459-472.
    The Philosophy for Children in Schools Project (P4CISP) is a research project to monitor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of you 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 had formulated themselves in response to a series of texts in preparation for a community of (...)
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  • The Social Construction of Learning and Teaching in a Classroom Community of Inquiry.M. Kovalainen - unknown
    This thesis concentrates on investigating the social construction of learning and teaching in a classroom that was encultured into working and acting as a community of inquiry across the curriculum. The theoretical and methodological premises of the study draw on sociocultural and sociolinguistic views on learning and instruction. Through this framework, the study aims at investigating the development, implementation and evaluation of the processes and conditions for communal inquiry across different pedagogical situations and across the curriculum in the case study (...)
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  • Opening Teachers' Minds to Philosophy: The Crucial Role of Teacher Education.Sue Knight & Carol Collins - 2014 - Educational Philosophy and Theory 46 (11):1-10.
    Why has the ‘Philosophy for Children’ movement failed to make significant educational inroads in Australia, given the commitment and ongoing efforts of philosophers and educators alike who have worked hard in recent decades to bring philosophy to our schools? In this article we single out one factor as having particular importance, namely, that, on the whole, teachers consider philosophical inquiry to be futile. We argue that the explanation rests with teachers’ underlying epistemological beliefs and that openness to philosophy depends upon (...)
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  • Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School.Sue Lyle & Junnine Thomas-Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative questionnaires were (...)
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  • Embracing the UNCRC in Wales : Policy, Pedagogy and Prejudices.Sue Lyle - 2014 - Educational Studies 40 (2):215-232.
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