04918oam 2200685I 450 991081405140332120240131170952.01-136-21267-10-203-09528-61-299-14070-X1-136-21268-X10.4324/9780203095287 (CKB)2670000000325901(StDuBDS)AH24950341(SSID)ssj0000852387(PQKBManifestationID)11430853(PQKBTitleCode)TC0000852387(PQKBWorkID)10850276(PQKB)10481315(MiAaPQ)EBC1122897(Au-PeEL)EBL1122897(CaPaEBR)ebr10654204(CaONFJC)MIL445320(OCoLC)827207224(FINmELB)ELB134844(EXLCZ)99267000000032590120180706e20121987 uy 0engur|||||||||||txtccrCommon knowledge the development of understanding in the classroom /Derek Edwards and Neil MercerOxon [England] :Routledge,2012.1 online resource (206 p.) Routledge revivalsRoutledge revivalsFirst published in 1987 by Methuen & Co.0-415-63291-9 0-415-63294-3 Includes bibliographical references and index.Preface and Acknowledgements 1. Introduction 2. Approaches to classroom knowledge and talk 3. An ideology of teaching 4. Ground-rules of educational discourse 5. Context and continuity 6. Ritual and principle 7. Communication and control 8. Conclusions and implications 9. Appendix: Outline of the research projectFirst published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers. First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers.Routledge revivals.Communication in educationGreat BritainCase studiesInteraction analysis in educationCase studiesComprehensionCase studiesCommunication in educationInteraction analysis in educationComprehension371.1/02Edwards Derek.171204Mercer Neil460683MiAaPQMiAaPQMiAaPQBOOK9910814051403321Common knowledge4070448UNINA