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Abstract Recent learning theories and the suggested importance of 'interactive' approaches in national initiatives, (NLS, NNS) led to an ESRC‐funded action research project involving the University of Exeter and teachers in three schools—'Using Talk to Activate Learners' Knowledge' (TALK). This investigated how 'interactive' whole class teaching was and whether teacher‐pupil interactions permitted recoding of information and understanding. The findings corroborate those from Galton (Citation1999a, Citation1999b), Mroz (Citation2000) and English (Citation2002): that teacher‐led questioning and explanation still dominate, as do teachers' objectives. Interaction as participation was differentially experienced by higher and lower abilities, boys and girls, with few opportunities for pupil initiation or extended response. The study, however, provides a model for more fully analysing the varying forms and functions of teachers' questions and statements which may lead to a greater clarity in recognising ways to provide more effective discourse for learning. Notes * Corresponding author: University of Exeter, School of Education & Lifelong Learning, Heavitree Road, Exeter, EX1 2LU, UK. Additional informationNotes on contributorsChris Burns Footnote* * Corresponding author: University of Exeter, School of Education & Lifelong Learning, Heavitree Road, Exeter, EX1 2LU, UK.
Burns et al. (Mon,) studied this question.