Paul Thompson

Contact

• workRoom B2 Dearing
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• work0115 951 4506
• fax0115 846 6600
• paul.thompson@nottingham.ac.uk

Biography

Paul Thompson joined the staff of the School of Education in 2001 after working as a Head of English for many years in City of Nottingham comprehensive schools. He is now Director of Masters Programmes and leader of the international PGCE course (PGCEi). The majority of his teaching is done on this online programme. He also supervises research students working for MPhil and PhD degrees in areas related to his research interests. He is a member of the Learning Sciences Research Institute.

Research Summary

Paul's main focus, both as researcher and practitioner, has been around the link between classroom talk and learning. He is currently investigating the relationship between exploratory and… read more

Selected Publications

• THOMPSON, P., 2009. Consulting secondary school pupils about their learning Oxford Review of Education. 35(6), 671-687
• THOMPSON, P., 2008. Learning through extended talk Language and Education. 22(4), 241-256
• THOMPSON, P, 2007. Developing classroom talk through practitioner research Educational Action Research. 15(1), 41–60
• THOMPSON, P., 2006. Towards a sociocognitive model of progression in spoken English Cambridge Journal of Education. 36(2), 207-220

• View all publications

Paul's research supervision areas include:

• classroom talk and sociocultural theory
• collaborative thinking
• language development and thinking in the classroom
• theories of learning

Research proposals: please email Paul if you would like to discuss the appropriateness of your research topic. See also: School of Education research supervision areas.

Current Research

Paul's main focus, both as researcher and practitioner, has been around the link between classroom talk and learning. He is currently investigating the relationship between exploratory and presentational talk, believing strongly that school students can learn most effectively when they have ownership of their learning and the opportunities to speak constructively and at length.

• THOMPSON, P., 2012. Learner-centred education and 'cultural translation' International Journal of Educational Development. (In Press.)
• THOMPSON, P., 2012. Both dialogic and dialectic: "Translation at the crossroads" Learning, Culture and Social Interaction. (In Press.)
• THOMPSON, P., 2010. The Value of Talk: Understanding Classroom Discussion EnglishDramaMedia. 33-36
• THOMPSON, P., 2009. Book Review - Dialogic Education and Technology: Expanding the Space of Learning by Rupert Wegerif Journal of Computer Assisted Learning. 25, 201-202
• THOMPSON, P., 2009. Consulting secondary school pupils about their learning Oxford Review of Education. 35(6), 671-687
• CLARK, M.A, THOMPSON, P and AND VIALLE, W, 2008. Examining the Gender Gap in Educational Outcomes in Public Education: Involving Pre-Service Counsellors and Teachers in Cross-Cultural and Interdisciplinary Research International Journal for the Advancement of Counselling. 30(1), 52-66
• THOMPSON, P., 2008. Learning through extended talk Language and Education. 22(4), 241-256
• BAILEY, M. and THOMPSON, P., 2008. It makes you feel a bit more free: Interpreting students' views of study support Educational Review. 60(3), 283-297
• THOMPSON, P, 2007. Developing classroom talk through practitioner research Educational Action Research. 15(1), 41–60
• THOMPSON, P and HALL, C., 2006. The chronotope and classroom writing In: Proceedings of the XII International Bakhtin Conference.. 375-382
• THOMPSON, P., 2006. Lessons of the GCSE English '100% coursework' option, 1986-1993. In: SAINSBURY, M., HARRISON, C. and WATTS, A., eds., Assessing reading: from theories to classrooms: an international multi-disciplinary investigation of the theory of reading assessment and its practical implications at the beginning of the 21st century Slough: National Foundation for Educational Research. 122-138
• THOMPSON, P., 2006. Towards a sociocognitive model of progression in spoken English Cambridge Journal of Education. 36(2), 207-220
• THOMPSON, P., 2005. Interim Evaluation of the Barnsley TAZ Oracy Project
• THOMPSON, P. and HALL, C., 2004. How an understanding of Bakhtin's theory of the chronotope can assist progression in Classroom writing English in Education. 38(1), 5-20
• HALL, C. and THOMPSON, P., 2004. `An evil spirit came out of my Nanna': children's use of popular cultural narrative forms in exploratory autobiographical classroom talk Changing English. VOL 11(NUMB 2), 223-232
• BAILEY, M., THOMPSON, P. and HARRISON, C., 2004. Out of lesson time learning in Derby: an independent evaluation
• THOMPSON, P., 2004. Impact of MI Theory in United Kingdom. In: , ed., Multiple Intelligence around the World. A Comparative View. Beijing Normal University Press, Beijing. 113-139
• BAILEY, M., THOMPSON, P. and HARRISON, C., 2004. Out of lesson time learning in Derby: an independent evaluation
• HALL, C. and THOMPSON, P., 2003. 'I can't think of anybody else that's behaved badder than him': rethinking autobiographical and identity work in English Changing English. 10(1), 35-44