The ’doubleness’ of transition: Investigating classroom talk practices in literacy lessons at the end of primary school and the beginning of secondary school-Reference-Cited by-同舟云学术

The ’doubleness’ of transition: Investigating classroom talk practices in literacy lessons at the end of primary school and the beginning of secondary school

Published:2021-06 Issue:2 Volume:44 Page:62-75
ISSN:1038-1562
Container-title:The Australian Journal of Language and Literacy
language:en
Short-container-title:AJLL

Author:

Garoni Stephanie,Edwards-Groves Christine,Davidson Christina

Publisher

Springer Science and Business Media LLC

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://link.springer.com/content/pdf/10.1007/BF03652073.pdf

Reference83 articles.

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3. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263.

4. Coffey, A. (2013). Relationships: The key to successful transition from primary to secondary school? Improving Schools, 16(3), 261–271.

5. Davidson, C. (2012). Ethnomethodology and literacy research: A methodological “road less travelled”. English Teaching: Practice and Critique, 11(1), 26–42.

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1. Literacy transitions: Stories of surges, struggles and shape-shifting;The Australian Journal of Language and Literacy;2021-06