TAKING TURNS AND "CRACKING NOSES:" DIALOGIC POTENTIAL IN ONE FIFTH-GRADE CLASSROOM.
The purpose of the present case study was to examine the instructional practices that influence the frequency and quality of dialogic opportunities in one fifth-grade classroom. The present study occurred during a 14-week period of time. Sociolinguistic theory and situated learning theory provided a...
| Publicado en: | Journal of Ethnographic & Qualitative Research Vol. 15; no. 2; pp. 152 - 172 |
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| Formato: | Artículo |
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Ethnographic & Qualitative Research, LLC
Winter2020
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| Acceso en línea: | Ver este registro en EBSCOhost |