2008 essays on pedagogy by 12.03.2016

Alexander, R.J. (2017) Towards Dialogic Teaching: rethinking classroom talk (5th edition), Dialogos.
Alexander, R.J. (2008) Essays on Pedagogy, Routledge, especially pp 72-172 and 184-191.

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Alexander, R.J. (2008) Essays on Pedagogy, Abingdon, Routledge.
What is unusual about this book is that it places classroom talk in the wider contexts of pedagogy, curriculum and educational aims and values. The book makes a case for dialogism as an underpinning principle for all educational activity, demanding that we look outwards from the school as well as inwards at classroom processes. It is underpinned by a strong international perspective which draws on the author's comparative research on culture, pedagogy and classroom discourse.

2008 essays on pedagogy by 12.03.2016

Cambridge Primary Review Trust / University of York Dialogic Teaching Project.
Funded 2014-17 by the Education Endowment Foundation and directed by Robin Alexander and Frank Hardman. The project has piloted and implemented a training/teaching/mentoring intervention based on Robin Alexander’s dialogic teaching work in order to improve student engagement and raise standards of attainment in areas of high social disadvantage. The intervention was piloted in London and subject to an independent randomised control trial in schools in Birmingham, Bradford and Leeds. Further information:

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Alexander, R.J. (2001) ‘In pursuit of quality in elementary education’, in Alexander, R.J., Cohen, P., Mercer, M., Ramachandran, V., Shukla, S., Reflections on Equity, Quality and Local Planning in the District Primary Education Programme, Delhi: European Commission, 45-55.

Alexander, R 2008, Essays on Pedagogy, Routledge, London

Alexander, R.J. (2003) ‘Oracy, literacy and pedagogy: international perspectives’, in Bearne, E., Dombey, H., Grainger, T. (ed) Interactions in Language and Literacy in the Classroom, Milton Keynes: Open University Press, 23-35.

Alexander 2017 essays on pedagogy - …

The first and obvious thing to say is that pedagogues have a fundamentally different focus to subject teachers. Their central concern is with the well-being of those they are among and with. In many respects, as Kerry Young (1999) has argued with regard to youth work, pedagogues are involved for much of the time in an exercise in moral philosophy. Those they are working with are frequently seeking to answer in some way profound questions about themselves and the situations they face. At root these look to how people should live their lives: ‘what is the right way to act in this situation or that; of what does happiness consist for me and for others; how should I to relate to others; what sort of society should I be working for?’ (Smith and Smith 2008: 20). In turn, pedagogues need to have spent some time reflecting themselves upon what might make for flourishing and happiness (in Aristotle’s terms eudaimonia).

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Alexander RJ (2008). Essays on Pedagogy, London, UK: Routledge

Alexander, R.J. (2002) ‘Dichotomous pedagogies and the promise of comparative research’, American Educational Research Association, Rockville MD: ERIC Document ED478168, 16.

Alexander, R.J. (2010) (The 2009 BAICE Presidential Address) Compare: a journal of comparative education, 40(6), 801-817.

Alexander 2008 essays on pedagogy in education

In order to explore new teaching and learning methods for undergraduates in chemistry at the University of Warwick, interactive workshops based on the periodic table were devised by a team of chemists and theatre practitioners. In the first term of the academic year, students were assigned an element to research, and were required to submit (unassessed) research essays. Students then attended a three-hour workshop in which they embodied their knowledge of the chemical behaviour of that element, interacting with other students in roles as 'their' element. These sessions were supported by 'Introduction to Inorganic Chemistry' lectures. This exercise was conducted with both the 2008 and 2009 student intake. The details of the workshops are described and the pedagogical impact discussed.

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If we look to these traditions we are likely to re-appreciate pedagogy. Here I want to suggest that what comes to the fore is a focus on flourishing and of the significance of the person of the pedagogue (Smith and Smith 2008). In addition, three elements things out about the processes of the current generation of specialist pedagogues. First, they are heirs to the ancient Greek process of accompanying. Second, their pedagogy involves a significant amount of helping and caring for. Third, they are engaged in what we can call ‘bringing learning to life’. Woven into those processes are theories and beliefs that we also need to attend to (see Alexander 2000: 541). To reword and add to Robin Alexander (2004: 11) pedagogy can be approached as what we need to know, the skills we need to command, and the commitments we need to live in order to make and justify the many different kinds of decisions needed to be made.