Browse by Person

Up a level
Export as [feed] Atom [feed] RSS 1.0 [feed] RSS 2.0
Group by: Item Type | No Grouping
Number of items: 7.


Snell, J and Lefstein, A (2018) “Low Ability,” Participation, and Identity in Dialogic Pedagogy. American Educational Research Journal, 55 (1). pp. 40-78. ISSN 0002-8312

Segal, A, Snell, J and Lefstein, A (2017) Dialogic teaching to the high stakes standardized test? Research Papers in Education, 32 (5). pp. 596-610. ISSN 0267-1522

Lefstein, A, Snell, J and Israeli, M (2015) From moves to sequences: Expanding the unit of analysis in the study of classroom discourse. British Educational Research Journal, 41 (5). 866 - 885. ISSN 0141-1926

Lefstein, A and Snell, J (2013) Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience. British Educational Research Journal, 39 (1). pp. 73-106. ISSN 0141-1926

Book Section

Lefstein, A and Snell, J (2019) Linguistic Ethnographic Analysis of Classroom Dialogue. In: Mercer, N, Wegerif, R and Major, L, (eds.) Routledge International Handbook of Research on Dialogic Education. Routledge . (In Press)

Snell, J and Lefstein, A (2015) Moving from "interesting data" to publishable research article: some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson. In: Smeyers, P, Bridges, D, Burbules, NC and Griffiths, M, (eds.) International Handbook of Interpretation in Educational Research. Springer International Handbooks of Education . Springer , 471 - 496. ISBN 978-94-017-9281-3

Lefstein, A, Gurion, B and Snell, J (2011) Classroom discourse: The promise and complexity of dialogic practice. In: Ellis, S and McCartney, E, (eds.) Applied Linguistics and Primary School Teaching. Cambridge University Press , Cambridge, UK , pp. 165-185. ISBN 978-0521193542

This list was generated on Mon Feb 17 00:23:31 2020 GMT.