Items where Kingston Author is "Coultas, Valerie"
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Number of items: 37.
Coultas, Valerie (2016) Case studies of teachers' understandings of the pedagogy of classroom talk: some critical moments explored. Literacy, 50(1), pp. 32-39. ISSN (print) 1741-4350
Coultas, Valerie (2015) Revisiting debates on oracy: classroom talk - moving towards a democratic pedagogy? Changing English, 22(1), pp. 72-86. ISSN (print) 1358-684X
Coultas, Valerie (2015) Stephen Eyers: talking about talk: a life in speaking and listening. Teaching English, 7, pp. 62-65. ISSN (print) 2051-7971
Coultas, Valerie (2014) Thinking out of the exams box: assessment through talk? Reclaiming Schools,
Coultas, Valerie (2014) Celebrating diversity: Valerie Coultas engages with multicultural literature. IATEFL Voices, 239, pp. 4-5. ISSN (print) 1814-3830
Coultas, Valerie (2012) Classroom talk: are we listening to teachers' voices? English in Education, 46(2), pp. 175-189. ISSN (print) 0425-0494
Coultas, Valerie (2010) A revival of talk: the challenge for oracy in schools now. English Drama Media, 16, pp. 15-18. ISSN (print) 1742-5514
Coultas, Valerie (2009) A life in collaborative learning: an interview with Stuart Scott. English Drama Media, 15, pp. 43-48. ISSN (print) 1742-5514
Coultas, Valerie (2008) ‘Children can be sitting in groups but not necessarily working in groups’. Beginning Teachers reflecting on talk in Denmark and the United Kingdom. Journal of the Comenius Association, 16, pp. 29-32.
Coultas, Valerie (2006) Investigating talk in challenging classrooms - boys enjoy the power of talk. English in Education, 40(2), pp. 40-54. ISSN (print) 0425-0494
Coultas, Valerie (2006) Constructive talk in challenging classrooms: strategies for behaviour management and talk-based tasks. Abingdon, U.K. : Routledge. 176p. ISBN 9780415403436
Coultas, Valerie (2015) We need more time for teaching with talk - not more tests. In: Blower, Christine, (ed.) Reclaiming schools : the evidence and the arguments : stand up for education. National Union of Teachers. pp. 12-13.
Coultas, Valerie (2008) Reflection and professional development: becoming a creative teacher. In: Cole, Mike, (ed.) Professional attributes and practice: meeting the QTS standards. 4th ed. Abingdon, U.K. : Routledge. pp. 143-156. ISBN 9780415447256
Conference or Workshop Item
Coultas, Valerie (2017) Defending the public university as a community of scholars. In: Progressive Debates : Higher Education - for Enlightenment or for the Market?; 25 Jan 2017, Kingston, U.K.. (Unpublished)
Coultas, Valerie (2016) Building communities of practice : teaching and learning : a UCU response to the Green Paper. In: Annual Festival of Learning 2016; 13 Jan - 10 Feb 2016, Kingston, U.K.. (Unpublished)
Lloyd, Beth, Booth, Paul and Coultas, Valerie (2015) Collaborative pedagogies: online learning and classroom talk. In: Annual Festival of Learning 2015; 12-16 Jan 2015, Kingston, U.K.. (Unpublished)
Coultas, Valerie [Speaker], Gwynne, Nevile M [Speaker] and Johns, Lindsay [Speaker] (2014) D'ya get me? Does proper English matter? In: Battle of Ideas 2014; 18-19 Oct 2014, London, U.K.. (Unpublished)
Coultas, Valerie (2013) Gender and talk revisited: autobiographical and life narrative case studies of gender and talk. In: BERA Annual Conference 2013; 03-05 Sep 2013, Brighton, U.K.. (Unpublished)
Coultas, Valerie (2013) Which way forward for the Cinderella Strand? In: NATE Conference 2013 - The Time is out of Joint: English under Pressure; 28-30 Jun 2013, Stratford-upon-Avon, U.K.. (Unpublished)
Coultas, Valerie and Hyatt, Rhiannon (2012) Collaborative teaching and collaborative learning-working in schools and HEIs to promote teacher development. In: Educational Research Forum; 15 Jun 2012, Kingston upon Thames, U.K.. (Unpublished)
Coultas, Valerie (2009) Butterfly Lion: speaking and listening observation sheet. In: London Association for Teaching of English "Reviving Talk" Conference; 17 Oct 2009, Kingston, U.K.. (Unpublished)
Coultas, Valerie (2015) Teachers' narratives of classroom talk: what are the challenges? (PhD thesis), UCL Institute of Education.