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Items by Skidmore, David

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Number of items: 64.

Skidmore, D. and Murakami, K., 2012. Claiming our own space: Polyphony in teacher–student dialogue. Linguistics and Education, 23 (2), pp. 200-210.

Skidmore, D., 2012. The polyphonic classroom: Are we all special educators? In: Bildning för alla! En pedagogisk utmaning. Kristianstad, Sweden: Kristianstad University Press, pp. 35-44.

Skidmore, D. and Murakami, K., 2011. How prosody marks shifts in footing in classroom discourse. In: Syposium on Exploration of Talk and Interaction in Classroom Research, International Society for Culture and Activity Research (ISCAR) Conference, 2011-09-05 - 2011-09-10, Sapienza University, Rome.

Rees, S. A. and Skidmore, D., 2011. Thinking allowed: use of egocentric speech after acquired brain injury (ABI). International Journal of Inclusive Education, 15 (9), pp. 925-939.

Skidmore, D. and Murakami, K., 2010. How prosody marks shifts in footing in classroom discourse. International Journal of Educational Research, 49 (2-3), pp. 69-77.

Skidmore, D. and Murakami, K., 2009. Does our teaching ring true? Prosody in whole-class discussion. In: European Conference on Educational Research (ECER), 2009-09-28 - 2009-09-30, Vienna.

Skidmore, D., 2009. Pedagogy and dialogue. In: Hick, P. and Thomas, G., eds. Inclusion and diversity in education: volume 3 inclusive pedagogy in curricula and classrooms. London: Sage, pp. 362-373. (SAGE library of educational thought & practice)

Skidmore, D. and Murakami, K., 2009. The prosody of pedagogy. In: The First Researchers' Conference - Exploring New Territories: Interdisciplinary Research and Collaboration, 2009-02-12, Bath.

Rees, S. A. and Skidmore, D., 2008. Redesigning the scaffolding metaphor to suit pupils with Acquired Brain Injury. European Journal of Special Needs Education, 23 (4), pp. 379-392.

Rees, S. A. and Skidmore, D., 2008. The classical classroom: enhancing learning for pupils with Acquired Brain Injury (ABI). Journal of Research in Special Educational Needs, 8 (2), pp. 88-95.

Skidmore, D., 2008. Once more with feeling: utterance and social structure. Text and Talk, 28 (1), pp. 79-96.

Skidmore, D., 2008. Prosodic orientation in teacher-student dialogue. In: European Conference on Educational Research (ECER 2008), 2008-09-08 - 2008-09-09, Gothenburg.

Skidmore, D., 2007. In the mood for learning? The effect of tone of voice on the emotional climate of the classroom. In: British Educational Research Association (BERA) Annual Conference 2007, 2007-09-06 - 2007-09-08, London.

Skidmore, D., 2006. Pedagogy and dialogue. Cambridge Journal of Education, 36 (4), 503--514.

Gallagher, D. J. and Skidmore, D., 2006. On social class, disability, and discursive spaces: Using dialogical pedagogy to promote inclusive education. In: Disability Studies in Education, 2006-05-18 - 2006-05-21, Michigan State University, USA..

Skidmore, D. and Gallagher, D. J., 2005. A dialogical pedagogy for inclusive education. In: Inclusive and Supportive Education Congress, 2005-01-01, Glasgow.

Skidmore, D., 2005. Pedagogy, dialogue and inclusive education. In: European Conference on Educational Research, 2005-09-07 - 2005-09-10, Dublin.

Skidmore, D., 2005. The dialogue of spoken word and written word. In: Goodwyn, A. and Stables, A., eds. Learning to Read Critically in Language and Literacy. London: Sage.

Avramidis, E. and Skidmore, D., 2004. Reappraising learning support in Higher Education. Research in Post-Compulsory Education, 9 (1), 63--82.

Skidmore, D., 2004. A theoretical model of pedagogical discourse. In: Mitchell, D. R., ed. Special Educational Needs and Inclusive Education: Major Themes in Education. Vol. Vol. 2: Inclusive Education. London: RoutledgeFalmer.

Clark, C., Dyson, A., Millward, A. and Skidmore, D., 2004. Dialectical analysis, special needs and schools as organisations. In: Mitchell, D. R., ed. Special Educational Needs and Inclusive Education: Major Themes in Education. Vol. 2: Inclusive Education. London: RoutledgeFalmer, 247--264.

Skidmore, D., 2004. Inclusion: The Dynamic of School Development. Maidenhead: Open University Press.

Skidmore, D., 2004. Pedagogical dialogue in the Literacy Hour. In: European Conference on Educational Research, 2004-09-22 - 2004-09-25, Rethymnon, Crete.

Skidmore, D., Perez-Parent, M. and Arnfield, S., 2003. Teacher-pupil dialogue in the guided reading session. Reading: Literacy and Language, 37 (2), pp. 47-53.

Skidmore, D., Perez-Parent, M. and Arnfield, S., 2003. The quality of teacher-pupil dialogue in guided reading. In: British Educational Research Association (BERA) Annual Conference 2009, 2009-09-02 - 2009-09-05, Manchester.

Skidmore, D., 2002. A theoretical model of pedagogical discourse. Disability, Culture and Education, 1 (2), 119--131.

Skidmore, D., 2002. Teacher-pupil dialogue in the classroom. In: ECER, 2002-09-11 - 2002-09-14, Lisbon.

Malvern, D. and Skidmore, D., 2001. Measuring value consensus among teachers in respect of special educational needs. Educational Studies, 27 (1), 17--29.

Skidmore, D., 2001. A theoretical model of pedagogical discourse. In: British Educational Research Association (BERA) Annual Conference 2001, 2001-09-13 - 2001-09-15, University of Leeds.

Skidmore, D., 2001. From pedagogical dialogue to dialogical pedagogy. In: American Educational Research Association Annual Meeting, 2001-04-10 - 2001-04-14, Seattle, WA..

Skidmore, D., 2001. Having your own voice valued. In: Goodwin, P., ed. The Articulate Classroom: Talking and Learning in the Primary School. London: David Fulton, pp. 9-14.

Skidmore, D., 2000. From pedagogical dialogue to dialogical pedagogy. Language and Education, 14 (4), pp. 283-296.

Skidmore, D., 2000. Parents' experiences of the struggle for inclusion. In: British Educational Research Association (BERA) Annual Conference 2000, 2000-01-01, Cardiff.

Skidmore, D., 2000. Pedagogical dialogue and internally persuasive discourse: different forms of talk about texts. In: Normalitet - Avvikelse - Differentiering, 2000-02-05 - 2000-02-06, University of Gothenburg.

Skidmore, D., 2000. Relationships between contrasting discourses of learning difficulty. In: HAREC (Disability and Rehabilitation Research Centre), 2000-02-08, Lund University.

Skidmore, D., 1999. Divergent discourses of learning difficulty. British Educational Research Journal, 25 (5), pp. 651-663.

Skidmore, D., 1999. Continuities and developments in research into the education of pupils with learning difficulties. British Journal of Educational Studies, 47 (1), pp. 3-6.

Skidmore, D., 1999. Relationships between contrasting discourses of learning difficulty. European Journal of Special Needs Education, 14 (1), pp. 12-20.

Skidmore, D., 1999. An integrated theoretical framework for research into learning difficulties. In: Seminar on Disability and Special Education, 1999-03-22 - 1999-03-24, University of Stockholm.

Skidmore, D., 1999. Dialogue and inclusive eductional practice. In: International Seminar on Inclusive Education, 1999-02-19 - 1999-02-21, University of Joensuu.

Skidmore, D., 1999. Discourses of learning difficulty and the conditions of school development. Educational Review, 51 (1), pp. 17-28.

Skidmore, D., 1999. From pedadgogical dialogue to dialogical pedagogy. In: British Educational Research Association (BERA) Annual Conference 1999, 1999-09-02 - 1999-09-05, University of Sussex, Brighton.

Skidmore, D., 1999. Outlines of a dialogical pedagogy. In: School of Eduation Seminar, 1999-03-03, University of Reading, Reading.

Skidmore, D., 1999. The role of dialogue in promoting inclusive educational practice. In: Seminar on Inclusive Education, 1999-02-10, University of Sheffield, Sheffield.

Skidmore, D., 1998. Divergent pedagogical discourses. In: Hang, P. and Tossebro, J., eds. Theoretical Perspectives on Special Education. Kristiansand: Norwegian Academic Press, pp. 131-143.

Millward, A. and Skidmore, D., 1998. LEA responses to the management of special education in the light of the Code of Practice. Educational Management Administration and Leadership, 26 (1), pp. 57-66.

Skidmore, D., 1998. Pedagogical discourse and the dynamic of school development. Thesis (Doctor of Philosophy (PhD)). University of Reading.

Skidmore, D. and Copeland, I., 1998. The LEA and the administration of special needs education: views from the literature. Educational Research, 40 (2), pp. 139-152.

Skidmore, D., 1998. Theorising school development: a dialogical approach. In: American Educational Research Association Annual Meeting, 1998-04-13 - 1998-04-17, San Diego.

Skidmore, D., 1997. Divergent pedagogical discourses and the dynamoics of school culture. In: International Seminar on Theoretical Perspectives on Special Education, 1997-05-25 - 1997-05-27, Alesund.

Taverner, S., Hardman, F. and Skidmore, D., 1997. English and mathematics teachers' attitudes to integration. British Journal of Special Education, 24 (1), pp. 39-43.

Skidmore, D., 1997. Inclusion, dialogue and pedagogy. In: Symposium on Need, Discipline, Support: Three discourses of schooling. British Educational Research Association, 1997-09-11 - 1997-09-14, University of York, York.

Clark, C., Dyson, A., Skidmore, D. and Millward, A., 1997. New directions in special needs: innovations in mainstream schools. London: Cassell.

Dyson, A. and Skidmore, D., 1996. Contradictory models: the dilemma of specific learning difficulties. In: Reid, G., ed. Dimensions of Dyslexia Volume Two: Literacy, Language and Learning. Vol. 2. Edinburgh: Moray House Publications, pp. 471-487.

Skidmore, D., 1996. Divergent discourses of learning support. In: European Conference on Educational Research, 1996-09-25 - 1996-09-29, Unversidad de Sevilla.

Skidmore, D., 1996. Towards an integrated theoretical framework for research into special educational needs. European Journal of Special Needs Education, 11 (1), pp. 33-46.

Clark, C., Dyson, A., Millward, A. and Skidmore, D., 1995. Innovatory practice in mainstream schools for Special Educational Needs. London: HMSO.

Skidmore, D. and Hardman, F., 1995. It ain't what you say, it's the way you say it: special educational needs and the teaching of standard spoken English. Support for Learning, 10 (1), pp. 12-17.

Millward, A. and Skidmore, D., 1995. Local Authorities' Managment of special needs: A report for the Joseph Rowntree Foundation. Other. York: YPS.

Dyson, A. and Skidmore, D., 1995. Provision for pupils wih specific learning difficulties: an emerging model in Scottish secondary schools. Scottish Educational Review, 27 (2), pp. 123-137.

Dyson, A., Millward, A. and Skidmore, D., 1994. Beyond the whole school approach: an emerging model of special needs practice and provision in mainstream secondary schools. British Educational Research Journal, 20 (3), pp. 301-317.

Dyson, A. and Skidmore, D., 1994. Provision for pupils with specific learning difficulties in secondary schools. Other. Newcastle Upon Tyne, UK: University of Newcastle Upon Tyne.

Skidmore, D., 1994. The dialectical analysis of schools as organizations. In: British Educational Research Association (BERA) Annual Conference 2009, 2009-09-02 - 2009-09-05, Manchester.

Clark, C., Dyson, A., Millward, A. and Skidmore, D., 1993. Innovatory provision in mainstream schools. Other. Newcastle Upon Tyne: Newcastle Upon Tyne DfE.

This list was generated on Sun Dec 21 12:07:45 2014 GMT.