Department of Education

Dr David Skidmore

David Skidmore

Senior Lecturer in Education

1 West North 4.14
Email: d.skidmore@bath.ac.uk
Tel: +44 (0) 1225 38 5450

Research membership

Profile

  • 2004 Methodological Issues in the Analysis of Educational Discourse (£11 490, ESRC Training Development Activity PTA-004-26-0038, award holder; additional BERA contribution £1350)
  • 2001-2002 Teacher-pupil dialogue and the comprehension of literary texts (£39 092, ESRC R000223563, award holder)

Membership

Research interests

  • Inclusive education
  • Classroom discourse
  • Socio-cultural learning theory
  • Qualitative research methods

Publications

Book/s

Skidmore, D. and Murakami, K., 2016. Dialogic Pedagogy:The Importance of Dialogue in Teaching and Learning. Multilingual Matters.

Skidmore, D., 2004. Inclusion: The Dynamic of School Development. Open University Press.

Clark, C., Dyson, A., Skidmore, D. and Millward, A., 1997. New directions in special needs: innovations in mainstream schools. Cassell.

Clark, C., Dyson, A., Millward, A. and Skidmore, D., 1995. Innovatory practice in mainstream schools for Special Educational Needs. HMSO.

Book Sections

Skidmore, D. and Murakami, K., 2016. Dialogism and Education. In: Skidmore, D. and Murakami, K., eds. Dialogic Pedagogy:. Multilingual Matters, 17 - 47.

Skidmore, D., 2016. Authoritative versus internally persuasive discourse. In: Skidmore, D. and Murakami, K., eds. Dialogic Pedagogy. Bristol, U. K.: Channel View Publications, pp. 153-169.

Skidmore, D. and Murakami, K., 2016. Claiming our own space:polyphony in teacher-student dialogue. In: Skidmore, D. and Murakami, K., eds. Dialogic Pedagogy. Bristol, U. K.: Channel View Publications, pp. 220-238.

Skidmore, D., 2016. Classroom discourse:a survey of research. In: Skidmore, D. and Murakami, K., eds. Dialogic Pedagogy. Bristol, U. K.: Channel View Publications, pp. 83-97.

Skidmore, D. and Murakami, K., 2016. Dialogic pedagogy:an introduction. In: Skidmore, D. and Murakami, K., eds. Dialogic Pedagogy. Bristol, U. K.: Multilingual Matters, pp. 1-16.

Skidmore, D. and Murakami, K., 2016. How prosody marks shifts in footing in classroom discourse. In: Skidmore, D. and Murakami, K., eds. Dialogic Pedagogy. Bristol, U. K.: Multilingual Matters, pp. 186-202.

Skidmore, D., 2016. Once more with feeling:utterance and social structure. In: Skidmore, D. and Murakami, K., eds. Dialogic Pedagogy. Bristol, U. K.: Channel View Publications, pp. 170-185.

Skidmore, D., 2016. Pedagogy and dialogue. In: Skidmore, D. and Murakami, K., eds. Dialogic Pedagogy. Bristol, U. K.: Channel View Publications, pp. 98-110.

Zhao, X., Skidmore, D. and Murakami, K., 2016. Prosodic chopping:a pedagogic tool to signal shifts in academic task structure. In: Skidmore, D. and Murakami, K., eds. Dialogic Pedagogy. Bristol, U. K.: Multilingual Matters, pp. 203-219.

Skidmore, D., 2012. The polyphonic classroom: Are we all special educators? In: Bildning för alla! En pedagogisk utmaning. Kristianstad, Sweden: Kristianstad University Press, pp. 35-44.

Skidmore, D., 2009. Pedagogy and dialogue. In: Hick, P. and Thomas, G., eds. Inclusion and diversity in education: volume 3 inclusive pedagogy in curricula and classrooms. London: Sage, pp. 362-373. (SAGE library of educational thought & practice)

Skidmore, D., 2005. The dialogue of spoken word and written word. In: Goodwyn, A. and Stables, A., eds. Learning to Read Critically in Language and Literacy. London: Sage.

Skidmore, D., 2004. A theoretical model of pedagogical discourse. In: Mitchell, D. R., ed. Special Educational Needs and Inclusive Education: Major Themes in Education.Vol. Vol. 2: Inclusive Education. London: RoutledgeFalmer.

Clark, C., Dyson, A., Millward, A. and Skidmore, D., 2004. Dialectical analysis, special needs and schools as organisations. In: Mitchell, D. R., ed. Special Educational Needs and Inclusive Education: Major Themes in Education.Vol. 2: Inclusive Education. London: RoutledgeFalmer, 247--264.

Skidmore, D., 2001. Having your own voice valued. In: Goodwin, P., ed. The Articulate Classroom: Talking and Learning in the Primary School. London: David Fulton, pp. 9-14.

Skidmore, D., 1998. Divergent pedagogical discourses. In: Hang, P. and Tossebro, J., eds. Theoretical Perspectives on Special Education. Kristiansand: Norwegian Academic Press, pp. 131-143.

Dyson, A. and Skidmore, D., 1996. Contradictory models: the dilemma of specific learning difficulties. In: Reid, G., ed. Dimensions of Dyslexia Volume Two: Literacy, Language and Learning.Vol. 2. Edinburgh: Moray House Publications, pp. 471-487.

Articles

Skidmore, D. and Murakami, K., 2012. Claiming our own space: Polyphony in teacher–student dialogue. Linguistics and Education, 23 (2), pp. 200-210.

Rees, S. A. and Skidmore, D., 2011. Thinking allowed: use of egocentric speech after acquired brain injury (ABI). International Journal of Inclusive Education, 15 (9), pp. 925-939.

Skidmore, D. and Murakami, K., 2010. How prosody marks shifts in footing in classroom discourse. International Journal of Educational Research, 49 (2-3), pp. 69-77.

Rees, S. A. and Skidmore, D., 2008. Redesigning the scaffolding metaphor to suit pupils with Acquired Brain Injury. European Journal of Special Needs Education, 23 (4), pp. 379-392.

Rees, S. A. and Skidmore, D., 2008. The classical classroom: enhancing learning for pupils with Acquired Brain Injury (ABI). Journal of Research in Special Educational Needs, 8 (2), pp. 88-95.

Skidmore, D., 2008. Once more with feeling:utterance and social structure. Text and Talk, 28 (1), pp. 79-96.

Skidmore, D., 2006. Pedagogy and dialogue. Cambridge Journal of Education, 36 (4), pp. 503-514.

Avramidis, E. and Skidmore, D., 2004. Reappraising learning support in Higher Education. Research in Post-Compulsory Education, 9 (1), 63--82.

Skidmore, D., Perez-Parent, M. and Arnfield, S., 2003. Teacher-pupil dialogue in the guided reading session. Reading: Literacy and Language, 37 (2), pp. 47-53.

Skidmore, D., 2002. A theoretical model of pedagogical discourse. Disability, Culture and Education, 1 (2), 119--131.

Malvern, D. and Skidmore, D., 2001. Measuring value consensus among teachers in respect of special educational needs. Educational Studies, 27 (1), 17--29.

Skidmore, D., 2000. From pedagogical dialogue to dialogical pedagogy. Language and Education, 14 (4), pp. 283-296.

Skidmore, D., 1999. Divergent discourses of learning difficulty. British Educational Research Journal, 25 (5), pp. 651-663.

Skidmore, D., 1999. Continuities and developments in research into the education of pupils with learning difficulties. British Journal of Educational Studies, 47 (1), pp. 3-6.

Skidmore, D., 1999. Relationships between contrasting discourses of learning difficulty. European Journal of Special Needs Education, 14 (1), pp. 12-20.

Skidmore, D., 1999. Discourses of learning difficulty and the conditions of school development. Educational Review, 51 (1), pp. 17-28.

Millward, A. and Skidmore, D., 1998. LEA responses to the management of special education in the light of the Code of Practice. Educational Management Administration and Leadership, 26 (1), pp. 57-66.

Skidmore, D. and Copeland, I., 1998. The LEA and the administration of special needs education: views from the literature. Educational Research, 40 (2), pp. 139-152.

Taverner, S., Hardman, F. and Skidmore, D., 1997. English and mathematics teachers' attitudes to integration. British Journal of Special Education, 24 (1), pp. 39-43.

Skidmore, D., 1996. Towards an integrated theoretical framework for research into special educational needs. European Journal of Special Needs Education, 11 (1), pp. 33-46.

Skidmore, D. and Hardman, F., 1995. It ain't what you say, it's the way you say it: special educational needs and the teaching of standard spoken English. Support for Learning, 10 (1), pp. 12-17.

Dyson, A. and Skidmore, D., 1995. Provision for pupils wih specific learning difficulties: an emerging model in Scottish secondary schools. Scottish Educational Review, 27 (2), pp. 123-137.

Dyson, A., Millward, A. and Skidmore, D., 1994. Beyond the whole school approach: an emerging model of special needs practice and provision in mainstream secondary schools. British Educational Research Journal, 20 (3), pp. 301-317.

Reports/Papers

Millward, A. and Skidmore, D., 1995. Local Authorities' Managment of special needs: A report for the Joseph Rowntree Foundation. YPS.

Dyson, A. and Skidmore, D., 1994. Provision for pupils with specific learning difficulties in secondary schools. University of Newcastle Upon Tyne.

Clark, C., Dyson, A., Millward, A. and Skidmore, D., 1993. Innovatory provision in mainstream schools. Newcastle Upon Tyne DfE.

Conference or Workshop Items

Skidmore, D. and Murakami, K., 2011. How prosody marks shifts in footing in classroom discourse. In: Syposium on Exploration of Talk and Interaction in Classroom Research, International Society for Culture and Activity Research (ISCAR) Conference, 2011-09-05 - 2011-09-10.

Skidmore, D. and Murakami, K., 2009. Does our teaching ring true? Prosody in whole-class discussion. In: European Conference on Educational Research (ECER), 2009-09-28 - 2009-09-30.

Skidmore, D. and Murakami, K., 2009. The prosody of pedagogy. In: The First Researchers' Conference - Exploring New Territories: Interdisciplinary Research and Collaboration, 2009-02-12.

Skidmore, D., 2008. Prosodic orientation in teacher-student dialogue. In: European Conference on Educational Research (ECER 2008), 2008-09-08 - 2008-09-09.

Skidmore, D., 2007. In the mood for learning? The effect of tone of voice on the emotional climate of the classroom. In: British Educational Research Association (BERA) Annual Conference 2007, 2007-09-06 - 2007-09-08.

Gallagher, D. J. and Skidmore, D., 2006. On social class, disability, and discursive spaces: Using dialogical pedagogy to promote inclusive education. In: Disability Studies in Education, 2006-05-18 - 2006-05-21.

Skidmore, D. and Gallagher, D. J., 2005. A dialogical pedagogy for inclusive education. In: Inclusive and Supportive Education Congress, 2005-01-01.

Skidmore, D., 2005. Pedagogy, dialogue and inclusive education. In: European Conference on Educational Research, 2005-09-07 - 2005-09-10.

Skidmore, D., 2004. Pedagogical dialogue in the Literacy Hour. In: European Conference on Educational Research, 2004-09-22 - 2004-09-25.

Skidmore, D., Perez-Parent, M. and Arnfield, S., 2003. The quality of teacher-pupil dialogue in guided reading. In: British Educational Research Association (BERA) Annual Conference 2009, 2009-09-02 - 2009-09-05.

Skidmore, D., 2002. Teacher-pupil dialogue in the classroom. In: ECER, 2002-09-11 - 2002-09-14.

Skidmore, D., 2001. A theoretical model of pedagogical discourse. In: British Educational Research Association (BERA) Annual Conference 2001, 2001-09-13 - 2001-09-15.

Skidmore, D., 2000. Parents' experiences of the struggle for inclusion. In: British Educational Research Association (BERA) Annual Conference 2000, 2000-01-01.

Skidmore, D., 2000. Pedagogical dialogue and internally persuasive discourse: different forms of talk about texts. In: Normalitet - Avvikelse - Differentiering, 2000-02-05 - 2000-02-06.

Skidmore, D., 2000. Relationships between contrasting discourses of learning difficulty. In: HAREC (Disability and Rehabilitation Research Centre), 2000-02-08.

Skidmore, D., 1999. An integrated theoretical framework for research into learning difficulties. In: Seminar on Disability and Special Education, 1999-03-22 - 1999-03-24.

Skidmore, D., 1999. Dialogue and inclusive eductional practice. In: International Seminar on Inclusive Education, 1999-02-19 - 1999-02-21.

Skidmore, D., 1999. From pedadgogical dialogue to dialogical pedagogy. In: British Educational Research Association (BERA) Annual Conference 1999, 1999-09-02 - 1999-09-05.

Skidmore, D., 1999. Outlines of a dialogical pedagogy. In: School of Eduation Seminar, 1999-03-03.

Skidmore, D., 1999. The role of dialogue in promoting inclusive educational practice. In: Seminar on Inclusive Education, 1999-02-10.

Skidmore, D., 1998. Theorising school development: a dialogical approach. In: American Educational Research Association Annual Meeting, 1998-04-13 - 1998-04-17.

Skidmore, D., 1997. Divergent pedagogical discourses and the dynamoics of school culture. In: International Seminar on Theoretical Perspectives on Special Education, 1997-05-25 - 1997-05-27.

Skidmore, D., 1997. Inclusion, dialogue and pedagogy. In: Symposium on Need, Discipline, Support: Three discourses of schooling. British Educational Research Association, 1997-09-11 - 1997-09-14.

Skidmore, D., 1996. Divergent discourses of learning support. In: European Conference on Educational Research, 1996-09-25 - 1996-09-29.

Skidmore, D., 1994. The dialectical analysis of schools as organizations. In: British Educational Research Association (BERA) Annual Conference 2009, 2009-09-02 - 2009-09-05.

Thesis

Skidmore, D., 1998. Pedagogical discourse and the dynamic of school development. Thesis (Doctor of Philosophy (PhD)). University of Reading, Whiteknights.

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