Pat Tunstall
Biographic Data
| ID | 6154347 |
|---|---|
| NAME | Pat Tunstall |
| GIVEN NAMES | Pat |
| FAMILY NAME | Tunstall |
| SIGNATURE | TUNSTALL P |
| AFFILIATIONS | University College London |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 1 |
Definitions of the ‘Subject’
This article engages critically in a study of two areas of academic discourse, educational assessment and the psychology of motivation, in order to examine the dialectical relationships between their modes of classification, ordering and defining, and the construction of personal realities. Its approach draws on post‐structuralist thinking associated with critical discourse analysis and Foucault's genealogical method. The first section raises que…
Assessment discourse and constructions of social reality in infant classrooms
The analysis of assessment policy and practice from a critical/poststructuralist perspective is comparatively rare in education assessment writing. This paper is such an engagement. Texts derived from an earlier empirical study of assessment dialogue in infant classrooms were re-examined using a critical discourse analysis. While the approach was exploratory, the methodology and its outcomes are relevant to policy theory. The analysis examines tw…
Teacher Feedback to Young Children in Formative Assessment
Teacher Feedback to Young Children in Formative Assessment
Definitions of the ‘Subject’
This article engages critically in a study of two areas of academic discourse, educational assessment and the psychology of motivation, in order to examine the dialectical relationships between their modes of classification, ordering and defining, and the construction of personal realities. Its approach draws on post‐structuralist thinking associated with critical discourse analysis and Foucault's genealogical method. The first section raises que…
Teacher Feedback to Young Children in Formative Assessment
Assessment discourse and constructions of social reality in infant classrooms
The analysis of assessment policy and practice from a critical/poststructuralist perspective is comparatively rare in education assessment writing. This paper is such an engagement. Texts derived from an earlier empirical study of assessment dialogue in infant classrooms were re-examined using a critical discourse analysis. While the approach was exploratory, the methodology and its outcomes are relevant to policy theory. The analysis examines tw…
Definitions of the ‘Subject’
This article engages critically in a study of two areas of academic discourse, educational assessment and the psychology of motivation, in order to examine the dialectical relationships between their modes of classification, ordering and defining, and the construction of personal realities. Its approach draws on post‐structuralist thinking associated with critical discourse analysis and Foucault's genealogical method. The first section raises que…
Pedagogy (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Discourse analysis (2 works) · Educational and Psychological Assessments (2 works) · Epistemology (2 works) · Linguistics (2 works) · Metaphor (2 works) · Politics (2 works) · Student Assessment and Feedback (2 works)