Items where Author is "Corden, R"

CORDEN, R., 2007. Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing. Journal of Research in Childhood Education, 21 (3), pp. 269-289.

CORDEN, R., 2006. Managing group work. In: J. ARTHUR, T. GRAINGER and D. WRAY, eds., Learning to teach in the primary school. London: Routledge Falmer.

CORDEN, R., 2006. Speaking and listening: a discussion paper. [online discussion paper]. UKLA.

CORDEN, R., 2005. The talking classroom. In: A. LAMBIRTH, ed., Primary English reflective reader. Exeter: Learning Matters.

CORDEN, R. and SPICE, N., 2004. Developing reflective writers in primary classrooms. In: International Literacy Conference, Havana, Cuba, 2004, Havana, Cuba.

CORDEN, R., 2004. Group work. In: T. GRAINGER, ed., The Routledge Falmer reader in language and literacy. London: Routledge Falmer.

CORDEN, R., 2003. Ambushed by partnership. In: M. GRIFFITHS, ed., Action for social justice. Maidenhead: Open University Press.

CORDEN, R. and OGDEN, A., 2003. Metacognition in young writers. In: UKLA Annual International Conference, Cambridge, 2003, Cambridge.

CULLEN, G. and CORDEN, R., 2003. Progress through partnership. Education 3-13, 31 (1), pp. 13-19.

CORDEN, R., 2003. Writing is more than 'exciting': equipping primary children to become reflective writers. Literacy, 37 (1), pp. 18-26.

CORDEN, R., 2002. Developing narrative writing 7-13. Blackwell.

CORDEN, R., 2002. Developing reflective writers in primary schools: findings from partnership research. Educational Review, 54 (3), pp. 249-276. ISSN 0013-1911

CORDEN, R., 2002. Learning from Leon: texts as models for children's writing. In: IRA Annual International Conference, Edinburgh, 2002, Edinburgh.

CORDEN, R., 2002. Narrative writing. Literacy Today (31), p. 21. ISSN 1367-8825

CORDEN, R., 2002. Progress through partnership: a university-schools project to develop the teaching of writing in primary schools. Education Through Partnership, 5 (1), pp. 45-59. ISSN 13644203

CORDEN, R., 2001. Developing interactive discourse in the classroom: moving beyond teacher as expert. Educational Action Research, 9 (3), pp. 371-393. ISSN 0965-0792

CORDEN, R., 2001. Group discussion and the importance of a shared perspective: learning from collaborative research. Qualitative Research, 1 (3), pp. 347-367. ISSN 1468-7941

CORDEN, R., CULLEN, G. and JOHNSON, J., 2001. Teaching reading and writing links. In: UKRA Annual International Conference, Canterbury, 2001, Canterbury.

CORDEN, R., 2001. Teaching reading and writing links. Reading Literacy and Language, 35 (1), pp. 37-40.

CORDEN, R., 2001. The plot thickens. Literacy and Learning (20). ISSN 1460-8138

CORDEN, R. and FOX, K., 2000. After hours: extending writing at Key Stage 1. Literacy and Learning (14), pp. 21-24.

CORDEN, R., 2000. Effective teacher-pupil interaction for closer reading-writing connections at KS2. In: BEAR Annual International Conference, Cardiff, 2000, Cardiff.

CORDEN, R., 2000. Effective teacher-pupil interaction for closer reading-writing connections in primary schools. In: M. GRIFFITHS and G. IMPEY, eds., Working partnerships: better research and learning. Nottingham: Nottingham Trent University.

FOX, K. and CORDEN, R., 2000. Grow your own. Literacy and Learning (15), pp. 20-23.

CORDEN, R., 2000. Literacy and learning through talk. Buckingham: Open University Press.

CORDEN, R., 2000. Reading-writing connections: the importance of interactive discourse. English in Education, 34 (2), pp. 35-44.

CORDEN, R., 2000. Shameful neglect: speaking, listening and literacy. Education Today, 50 (1), pp. 3-9.

CORDEN, R., 2000. To boldly go: extending writing beyond the literacy hour. In: UKRA Annual International Conference, Oxford, 2000, Oxford.

CORDEN, R., 1999. Analysing texts. Literacy and Learning (3), pp. 29-34.

CORDEN, R., 1999. Critical mass. Literacy and Learning (5), pp. 22-26.

CORDEN, R., 1999. Reading and talking into writing. Education 3-13, 27 (1), pp. 34-41.

CORDEN, R., 1999. Shameful neglect: speaking, listening and literacy. Forum, 41 (3), pp. 104-106.

CORDEN, R., 1998. How the development of critical reading enhances the quality of children's writing. In: UKRA Annual International Conference, Manchester University, Manchester, 1998, Manchester.

CORDEN, R., 1998. Talking into literacy. Literacy and Learning, 32 (3), pp. 27-31.

CORDEN, R., 1997. Never mind the action: what about the plot? Developing characters in children's narrative. Primary English, pp. 19-22.

CORDEN, R., 1996. Pupils' perceptions of learning contexts: the effect on interaction and use of spoken language in small groups. In: BERA Conference, Lancaster University, 12-15 September, 1996.

CORDEN, R., 1996. Talking into literacy [keynote speaker]. In: UKRA Conference, Northumbria University University, 07 July, 1996.

CORDEN, R., 1996. Teachers' perspectives on their learning experiences as students: changing roles & relationships in teacher education. In: Pan - European Collaborative Projects in Teacher Education, Cesky Krumlov, Czech Republic, 02-04 July, 1996, Cesky Krumlov, Czech Republic.

CORDEN, R., 1995. Making group work work. Language and Learning, pp. 13-16.

CORDEN, R. and HAYES, M., 1994. Changing perceptions: what we want, what we need & what we get. In: SRHE Conference, York University, York, December, 1994, York.

CORDEN, R. and HAYES, M., 1994. Teacher training: a comment on Circular 14/93. In: World Congress on Action Research, Bath University, Bath, July, 1994, Bath.

CORDEN, R., 1994. The changing nature of the pedagogical relationship in ITT. In: BERA Conference, Oxford University, Oxford, September, 1994, Oxford.

WESTGATE, D.P.G. and CORDEN, R., 1993. What we thought about things; expectations, context and small group talk. Language and Education, 7 (2), pp. 115-126. ISSN 0950-0782

CORDEN, R., 1992. Oracy and H.E. In: NOP Higher Education Conference, N.C.C., Albion Wharf, York, June, 1992, York.

CORDEN, R. and WOOD, D., 1992. Teacher audience. In: Talking and learning 5-16. Open University Press.

CORDEN, R., 1992. The role of the teacher. In: K. NORMAN, ed., Thinking voices: the work of the National Oracy Project. London: Hodder and Stoughton.

CORDEN, R., 1991. Learning and teacher audience. In: International Literacy Conference, University of East Anglia, July, 1991.

CORDEN, R., 1991. Talking and learning: English, group work and IT. In: NOP Regional Conference, Manchester Polytechnic, Manchester, May, 1991, Manchester.

CORDEN, R., 1991. Teaching, talking and learning in Key Stage Three. NOP.

CORDEN, R., 1990. Audience and the teaching role. In: National Oracy Project Conference, Newcombe House, London, March, 1990, London.

CORDEN, R., 1990. Collaborative learning. NOP.

CORDEN, R., 1989. Collaborative learning [keynote speaker]. In: NATE Annual Conference, Swansea University, Swansea, July, 1989, Swansea.

CORDEN, R., 1989. Cross curricular collaboration. Oracy Issues.

CORDEN, R., 1989. Recording classroom talk. Oracy Issues.

CORDEN, R., 1988. Talkabout: oral skills in context. Cheltenham: Stanley Thornes and Hulton.