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Tell Me More: Listening to Learners Explain


reviewed by Penny Bishop — 2003

coverTitle: Tell Me More: Listening to Learners Explain
Author(s): Eleanor Duckworth
Publisher: Teachers College Press, New York
ISBN: 087740403, Pages: 202, Year: 2001
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In Eleanor Duckworth's seminal essay, The Having of Wonderful Ideas (1996), she posited that learners come to understand by being placed in a situation where they develop that understanding, as opposed to being told what they ought to understand. Here, in this edited volume, Tell Me More: Listening to Learners Explain, Duckworth and six colleagues illustrate this central concept in detail, by presenting narratives that depict learning in action. At its core, Tell Me More provides compelling accounts of what can happen when teachers redefine their roles in classrooms, moving from holders of knowledge to observers, questioners, and redirectors. For those who care about how learners acquire understanding, this book is a unique and vital contribution to the field. It is not another “how to” book on student-directed learning or learner-centeredness; it is a rich compilation of studies providing complex accounts of the development of human understanding. The interdisciplinary nature of the book, in its diverse and multi-cultural contexts, is its strength. The learners within its chapters vary widely,... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1284-1288
http://www.tcrecord.org ID Number: 11101, Date Accessed: 10/23/2017 12:32:30 AM

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About the Author
  • Penny Bishop
    University of Vermont
    E-mail Author
    PENNY BISHOP is Assistant Professor of Education and Director of Middle Level Teacher Education at the University of Vermont. She has presented and published in the areas of collaborative teaching and developmentally responsive education, with an emphasis on early adolescence. Most recently, she coauthored a book examining interdisciplinary teaching, When 1+1 = 1: The Power of Partner Teams, to be published by the National Middle School Association in March 2003. Her current research examines student perceptions of academic engagement through the use of participant drawing.
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