Teachers’ Use of Questions and Responses to Students’ Contributions During Whole Class Discussions: Comparing Language Arts and Science Classrooms-Reference-Cited by-同舟云学术

Teachers’ Use of Questions and Responses to Students’ Contributions During Whole Class Discussions: Comparing Language Arts and Science Classrooms

Published:2016 Issue: Volume: Page:63-84
ISSN:
Container-title:Teaching and Learning in Lower Secondary Schools in the Era of PISA and TIMSS
language:
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Author:

Andersson-Bakken Emilia,Klette Kirsti

Publisher

Springer International Publishing

Link

http://link.springer.com/content/pdf/10.1007/978-3-319-17302-3_5

Reference47 articles.

1. Alexander, R. (2000). Culture and pedagogy: International comparisons in primary education. Oxford: Blackwell.

2. Alexander, R. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy. In N. Mercer & S. Hodkinson (Eds.), Exploring talk in school: Inspired by the work of Douglas Barnes (pp. 91–114). London: Sage Publications Ltd.

3. Almeida, P., & Neri de Souza, F. (2010). Questioning profiles in secondary science classrooms. International Journal of Learning and Change, 4(3), 237–251.

4. Alpert, B. R. (1987). Active, silent and controlled discussion: Explaining variations in classroom conversations. Teaching and Teacher Education, 3(1), 29–40.

5. Andersson-Bakken, E. (in press). Når åpne spørsmål ikke er åpne: Hva karakteriserer lærerspørsmål i en litterær samtale? (When open questions are not open: What characterizes teacher questions in a literary conversation?) Nordic Studies in Education.

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