Items where Author is "Taylor, Roberta"

DANIELS, Karen and TAYLOR, Roberta (2022). Oracy and education: perspective shifts and policy tensions (Editorial). Literacy, 56 (3), 189-90.

TAYLOR, Roberta (2019). Negotiating voices through embodied semiosis: the co-construction of a science text. Linguistics and education, 53, p. 100746.

TAYLOR, Roberta (2016). The multimodal texture of engagement: prosodic language, gaze and posture in engaged, creative classroom interaction. Thinking Skills and Creativity, 20, 83-96.

TAYLOR, Roberta (2014). Meaning between, in, and around words, gestures and postures: multimodal meaning making in children's classroom communication. Language and Education, 28 (5), 401-420.

TAYLOR, Roberta (2014). Meaning between, in and around words, gestures and postures – multimodal meaning-making in children's classroom discourse. Language and Education, 28 (5), 401-420.

DANIELS, Karen and TAYLOR, Roberta (2018). Children as learners: multimodal perspectives on play and learning. In: FITZGERALD, Damien and MACONOCHIE, Heloise, (eds.) Early Childhood Studies: A students' guide. London, Sage, 47-62.

THOMAS, Peter, JAY, Tim, WILLIS, Benjamin, TAYLOR, Roberta, MERCHANT, Guy, MOORE, Nicolas, BURNETT, Cathy and STEVENS, Anna (2019). Dialogic Teaching: Addendum Report. Project Report. London, UK, Education Endowment Foundation.

JAY, Tim, WILLIS, Benjamin, THOMAS, Peter, TAYLOR, Roberta, MOORE, Nicolas, BURNETT, Cathy, MERCHANT, Guy and STEVENS, Anna (2017). Dialogic Teaching : Evaluation Report and Executive Summary. Project Report. London, UK, Education Endowment Foundation.

DANIELS, Karen and TAYLOR, Roberta (2020). Tales of rediscovery, expertise and self-esteem from an oracy project. In: Literacy Research Association 2020 Annual Conference, Virtual, 02-05 Dec 2020. Literacy Research Association. (Unpublished)