LEADER 04887oam 2200673I 450 001 9910462607203321 005 20200520144314.0 010 $a0-203-09528-6 010 $a1-299-14070-X 010 $a1-136-21268-X 024 7 $a10.4324/9780203095287 035 $a(CKB)2670000000325901 035 $a(StDuBDS)AH24950341 035 $a(SSID)ssj0000852387 035 $a(PQKBManifestationID)11430853 035 $a(PQKBTitleCode)TC0000852387 035 $a(PQKBWorkID)10850276 035 $a(PQKB)10481315 035 $a(MiAaPQ)EBC1122897 035 $a(Au-PeEL)EBL1122897 035 $a(CaPaEBR)ebr10654204 035 $a(CaONFJC)MIL445320 035 $a(OCoLC)827207224 035 $a(EXLCZ)992670000000325901 100 $a20180706e20121987 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCommon knowledge $ethe development of understanding in the classroom /$fDerek Edwards and Neil Mercer 210 1$aOxon [England] :$cRoutledge,$d2012. 215 $a1 online resource (206 p.) 225 1 $aRoutledge revivals 225 0$aRoutledge revivals 300 $aFirst published in 1987 by Methuen & Co. 311 $a0-415-63291-9 311 $a0-415-63294-3 320 $aIncludes bibliographical references and index. 327 $aPreface 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 project 330 $bFirst 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. 410 0$aRoutledge revivals. 606 $aCommunication in education$zGreat Britain$vCase studies 606 $aInteraction analysis in education$vCase studies 606 $aComprehension$vCase studies 608 $aElectronic books. 615 0$aCommunication in education 615 0$aInteraction analysis in education 615 0$aComprehension 676 $a371.1/02 700 $aEdwards$b Derek.$0171204 701 $aMercer$b Neil$0460683 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462607203321 996 $aCommon knowledge$92094054 997 $aUNINA