Increasing teachers' use of communication-supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool (CSCOT) in primary schools in Brunei

Badar, S.R., Clegg, J. orcid.org/0000-0001-7366-0243 and Spencer, S. (2022) Increasing teachers' use of communication-supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool (CSCOT) in primary schools in Brunei. Support for Learning, 37 (2). pp. 180-208. ISSN 0268-2141

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Copyright, Publisher and Additional Information: © 2022 The Authors. Support for Learning published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Keywords: communication supporting classroom observation tool; teacher intervention; teacher training; language disorder; collaboration
Dates:
  • Published (online): 13 July 2022
  • Published: May 2022
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > School of Health and Related Research (Sheffield)
Depositing User: Symplectic Sheffield
Date Deposited: 20 Jul 2022 10:53
Last Modified: 20 Jul 2022 10:53
Status: Published
Publisher: Wiley
Refereed: Yes
Identification Number: https://doi.org/10.1111/1467-9604.12404

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