Participating in what? Using situated cognition theory to illuminate differences in classroom practices
This chapter looks at intentional teaching in detail, drawing out significant distinctions in whole-class interaction sequences which may, at first glance, look similar. Such episodes are sometimes analysed only according to the amount of participation, or the patterns of participation, rather than...
| Main Authors: | , |
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| Format: | Book section |
| Language: | English |
| Published: |
Springer
2008
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| Subjects: |