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All Outputs (12)

Speaking on one's own terms Oracy and orality as partners in classroom talk (2024)
Journal Article
Knight, R. (2024). Speaking on one's own terms Oracy and orality as partners in classroom talk. FORUM, 66(2), 34-43. https://doi.org/10.3898/forum.2024.66.2.06

Spoken language in schools, now often branded as oracy, is seeing something of a resurgence of interest. This is well-founded and to be welcomed. Nevertheless, the policy-level coopting of oracy, as a concept open to various interpretations, raises q... Read More about Speaking on one's own terms Oracy and orality as partners in classroom talk.

Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners (2024)
Journal Article
Knight, R. (2024). Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners. Professional Development in Education, https://doi.org/10.1080/19415257.2024.2360461

This paper explores the contention that teacher educators are especially well placed to help teachers bridge between practical experience and wider forms of knowledge. In its focus on issues derived from practice, knowledge co-construction and profes... Read More about Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners.

Oracy and cultural capital: the transformative potential of spoken language (2023)
Journal Article
Knight, R. (2024). Oracy and cultural capital: the transformative potential of spoken language. Literacy, 58(1), 37-47. https://doi.org/10.1111/lit.12343

The contribution of spoken language to outcomes for education and beyond, including attainment, wellbeing and empowerment is long‐established and has recently become more prominent under the title of oracy, often conceptualised as learning both to an... Read More about Oracy and cultural capital: the transformative potential of spoken language.

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.2023.65.1.12

Pupils’ 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 Press

Purposeful 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.

Developing a framework for initial teacher education: route map or reflective tool? (2021)
Journal Article
Knight, R., & Sullivan, S. (2022). Developing a framework for initial teacher education: route map or reflective tool?. Journal of Education for Teaching, 48(2), 146-158. https://doi.org/10.1080/02607476.2021.1985938

Initial Teacher Education (ITE) is inherently complex. Challenges include the uncertain nature of teacher knowledge, the need to learn in both practical and theoretical contexts and the developmental journey of the beginning teacher. While one respon... Read More about Developing a framework for initial teacher education: route map or reflective tool?.

Classroom talk: evidence-based teaching for enquiring teachers (2020)
Book
Knight, R. (2020). V. Poultney (Ed.), Classroom talk: evidence-based teaching for enquiring teachers. Critical Publishing

A concise summary of the theoretical principles behind talk in school and brief mapping of the research tradition in this field.

It examines the evidence relating to a variety of forms of classroom talk, including;

whole school culture and or... Read More about Classroom talk: evidence-based teaching for enquiring teachers.

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/10.1080/13540602.2017.1334642

The 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-y

Schools 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.