“Low Ability,” Participation, and Identity in Dialogic Pedagogy

Snell, J orcid.org/0000-0002-0337-7212 and Lefstein, A (2017) “Low Ability,” Participation, and Identity in Dialogic Pedagogy. American Educational Research Journal. ISSN 0002-8312

Abstract

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Authors/Creators:
Copyright, Publisher and Additional Information: © 2017, AERA. This is an author produced version of a paper published in American Educational Research Journal. Uploaded in accordance with the publisher's self-archiving policy.
Keywords: classroom discourse; dialogic pedagogy; identity; linguistic ethnography; pupil ability; pupil participation
Dates:
  • Published: 26 September 2017
  • Accepted: 9 August 2017
  • Published (online): 26 September 2017
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Arts (Leeds) > School of English (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 17 Aug 2017 13:33
Last Modified: 05 Nov 2017 06:03
Status: Published online
Publisher: SAGE Publications
Identification Number: https://doi.org/10.3102/0002831217730010

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