ABSTRACT
This chapter describes how important it is for researchers to categorise what they see if they want to compare classes and offers useful advice for practitioners and policy makers. It deals with a background to categorising and moves into examples of research that have involved classroom room talk: first, teacher questioning, then children talking together. The chapter looks at education leadership and presents a case study of leadership in Vietnam. It explores methodology further by moving beyond the teacher and students in the classroom and considers another field which has generated many different ways of categorising behaviour: this is education leadership. Classroom talk is a major focus for education researchers and we have already seen how teachers use talk for explaining, controlling and supporting students. The field of questions does not stand and education research can inform new practice.
