Exploring the identity of an undergraduate education programme
(2023)
Book Chapter
Elliott, J., Knight, R., Clancy, S., & Morley, C. (2023). Exploring the identity of an undergraduate education programme. In M. Pulsford, R. Morris, & R. Purves (Eds.), Understanding Education Studies: Critical Issues and New Directions (21-29). Routledge. https://doi.org/10.4324/9781003296935-5
All Outputs (7)
Really Saying Something? Speaking Up for Authentic Classroom Talk (2023)
Journal Article
Knight, R. (2023). Really Saying Something? Speaking Up for Authentic Classroom Talk. Forum: for Promoting 3-19 Comprehensive Education, 65(1), 98-107. https://doi.org/10.3898/forum.2023.65.1.12Pupils’ talk within classrooms has recently seen a renewed focus of attention, usually under the banner of oracy. Much of the justification at policy level seems to stem from a ‘levelling-up’ agenda, based on oracy’s distinctive contribution to enhan... Read More about Really Saying Something? Speaking Up for Authentic Classroom Talk.
Classroom Talk in Practice: Teachers' Experiences of Oracy in Action (2022)
Book
Knight, R. (2022). Classroom Talk in Practice: Teachers' Experiences of Oracy in Action. Open University PressPurposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers... Read More about Classroom Talk in Practice: Teachers' Experiences of Oracy in Action.
Walking the Talk: moving forwards with sustained shared thinking and dialogic teaching (2020)
Journal Article
GRIPTON, C., & KNIGHT, R. (2020). Walking the Talk: moving forwards with sustained shared thinking and dialogic teaching. Forum: for Promoting 3-19 Comprehensive Education, 62(1), 31-40. https://doi.org/10.15730/forum.2020.62.1.31
The tensions of innovation: experiences of teachers during a whole school pedagogical shift (2019)
Journal Article
Knight, R. (2019). The tensions of innovation: experiences of teachers during a whole school pedagogical shift. Research Papers in Education, 1-23. https://doi.org/10.1080/02671522.2019.1568527© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Education in many countries is heavily influenced by what has been termed a Global Education Reform Movement, based on competition, measurement and comparison. As well as emphasi... Read More about The tensions of innovation: experiences of teachers during a whole school pedagogical shift.
The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses (2017)
Journal Article
Knight, R. (in press). The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses. Teachers and Teaching: Theory and Practice, https://doi.org/10.1080/13540602.2017.1334642The landscape of teacher education is undergoing significant change in many countries and this is often associated with a move towards greater school involvement in the preparation of teachers. One aspect of teaching expertise that is particularly c... Read More about The subject and the setting: re-imagining opportunities for primary teachers’ subject knowledge development on school-based teacher education courses.
Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes (2016)
Journal Article
McIntyre, J., & Knight, R. (2016). Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes. Urban Review, 8(5), 647-667. https://doi.org/10.1007/s11256-016-0372-ySchools and the families they serve are sometimes perceived as deficient and in need of fixing. One response has been the implementation of evidence-based family intervention programmes, which may be highly regulated and prescriptive as a condition o... Read More about Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes.