Talking about text: Changing patterns of discourse in low-decile secondary classrooms
Introduction The aim of this study was to partner with six teachers to investigate and improve patterns of talk about text (TaT) in their subject-specialised classrooms. The teachers worked in two high schools in Auckland, one decile 1 and one decile 2, and taught biology, chemistry, English, health, or physical education to Year 12 or Year […]