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  1.  29
    Making Connections: Teachers' Use of Children's Prior Knowledge in Whole Class Discourse.Debra Myhill & Margaret Brackley - 2004 - British Journal of Educational Studies 52 (3):263 - 275.
    This paper investigates teachers' use of prior knowledge in whole class teaching contexts and draws on data from an ESRC-funded study. The paper explores how teachers conceptualise prior knowledge, principally as that which has been taught in school. It demonstrates strong teacher awareness of how the teaching under consideration fits with learning previously undertaken by the class, but less awareness of how the learning might build on prior learning outside school. The paper considers how teachers make connections between new learning (...)
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    Making Connections: Teachers’ Use of Children's Prior Knowledge in Whole Class Discourse.Debra Myhill & Margaret Brackley - 2004 - British Journal of Educational Studies 52 (3):263-275.
    This paper investigates teachers' use of prior knowledge in whole class teaching contexts and draws on data from an ESRC-funded study. The paper explores how teachers conceptualise prior knowledge, principally as that which has been taught in school. It demonstrates strong teacher awareness of how the teaching under consideration fits with learning previously undertaken by the class, but less awareness of how the learning might build on prior learning outside school. The paper considers how teachers make connections between new learning (...)
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  3.  19
    How Talk Becomes Text: Investigating the Concept of Oral Rehearsal in Early Years’ Classrooms.Debra Myhill & Susan Jones - 2009 - British Journal of Educational Studies 57 (3):265-284.
  4.  36
    How Talk Becomes Text: Investigating the Concept of Oral Rehearsal in Early Years' Classrooms.Debra Myhill & Susan Jones - 2009 - British Journal of Educational Studies 57 (3):265 - 284.
    The principle that emergent writing is supported by talk, and that an appropriate pedagogy for writing should include planned opportunities for talk is well researched and well understood. However, the process by which talk becomes text is less clear. The term 'oral rehearsal' is now commonplace in English classrooms and curriculum policy documents, yet as a concept it is not well theorised. Indeed, there is relatively little reference to the concept of oral rehearsal in the international literature, and what references (...)
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