Initiation, Response, Follow-up and Beyond: Analyzing Dialogue Around Difficulty in a Tutorial Setting
With the advent of Common Core-based assessments, and resulting concerns about academic achievement, more and more students may require the level of instructional intensity tutoring affords. The extent of knowledge regarding the discourse that occurs within the tutoring context is, however, limited....
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| Format: | Article |
| Language: | English |
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University Library System, University of Pittsburgh
2019-01-01
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| Series: | Dialogic Pedagogy |
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| Online Access: | http://dpj.pitt.edu/ojs/index.php/dpj1/article/view/195 |