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1
The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate
Cushing, I; Snell, J. - : Cambridge University Press, 2022
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2
Linguistic ethnographic analysis of classroom dialogue
Lefstein, A; Snell, J. - : Routledge, 2019
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3
Critical reflections on the role of the sociolinguist in UK language debates
Snell, J. - : Cambridge University Press, 2018
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4
Solidarity, stance, and class identities
Snell, J. - : Cambridge University Press, 2018
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5
“Low Ability,” Participation, and Identity in Dialogic Pedagogy
Snell, J; Lefstein, A. - : SAGE Publications, 2018
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6
Social class
Snell, J. - : Routledge, 2018
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7
Enregisterment, indexicality and the social meaning of ‘howay’: dialect and identity in north-east England
Snell, J. - : Cambridge University Press, 2017
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8
To what extent does a regional dialect and accent impact on the development of reading and writing skills?
Snell, J; Andrews, R. - : Taylor & Francis, 2017
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9
Linguistic ethnographic perspectives on working-class children’s speech: challenging discourses of deficit
Snell, J. - : Palgrave Macmillan UK, 2015
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10
Moving from "interesting data" to publishable research article: some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson
Snell, J; Lefstein, A. - : Springer, 2015
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11
From moves to sequences: expanding the unit of analysis in the study of classroom discourse
Lefstein, A; Snell, J; Israeli, M. - : Wiley, 2015
Abstract: What is the appropriate unit of analysis for the study of classroom discourse? One common analytic strategy employs individual discourse moves, which are coded, counted and used as indicators of the quality of classroom talk. In this article we question this practice, arguing that discourse moves are positioned within sequences that critically shape their meaning and effect. We illustrate this theoretical claim through exploration of a corpus of over 7000 discourse moves in primary literacy lessons. First, we use conventional measures such as the proportion of open and closed questions, and show how these indicators can be misleading when abstracted from the sequences in which they are embedded. We propose a complementary method, lag sequential analysis, which examines how discourse is sequentially structured-i.e. which discourse moves are followed by which other moves, and which chains of moves occur more frequently than expected by chance. We illustrate this method through re-analysis of our corpus of literacy lessons, examining differences between the sequential patterns found in the different classrooms observed. While lag sequential analysis does not resolve all problems inherent in systematic observation of classroom discourse, it does shed light on critical patterns in the data-set that would have otherwise gone unnoticed.
URL: http://eprints.whiterose.ac.uk/86124/
https://eprints.whiterose.ac.uk/86124/1/Unit%20of%20analysis%20in%20classroom%20discourse%20analysis_FINAL%20ACCEPTED.pdf
https://doi.org/10.1002/berj.3164
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12
To what extent does a regional dialect and accent impact on the development of reading and writing skills?: A Report for the BBC
Snell, J; Andrews, R. - 2014
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13
Dialect, interaction and class positioning at school: from deficit to difference to repertoire.
Snell, J. - : Taylor Francis, 2013
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14
Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience
Lefstein, A; Snell, J. - : Wiley, 2013
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15
Classroom discourse: The promise and complexity of dialogic practice
Lefstein, A; Gurion, B; Snell, J. - : Cambridge University Press, 2011
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16
From sociolinguistic variation to socially strategic stylisation
Snell, J. - : Wiley, 2010
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17
United Kingdom scheme for external quality assessment in virology. Part I. General method of operation.
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18
Stochastic processes
In: Handbook of mathematical psychology : volume 3, chapters 15-21 (New York, NY, 1965), p. 411-485
MPI für Psycholinguistik
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