Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience

Lefstein, A and Snell, J orcid.org/0000-0002-0337-7212 (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

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Copyright, Publisher and Additional Information: © 2011 British Educational Research Association. This is the peer reviewed version of the following article: Snell, J and Lefstein, A (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, which has been published in final form at https://doi.org/10.1080/01411926.2011.623768. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Keywords: Classroom Interaction; Education; Pace; SATs; Linguistic Ethnography; Literacy
Dates:
  • Published: 14 February 2013
  • Published (online): 10 January 2013
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of English (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 08 Mar 2019 14:41
Last Modified: 08 Mar 2019 14:42
Status: Published
Publisher: Wiley
Identification Number: https://doi.org/10.1080/01411926.2011.623768

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