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“Low Ability,” Participation, and Identity in Dialogic Pedagogy
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Moving from "interesting data" to publishable research article: some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson
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From moves to sequences: expanding the unit of analysis in the study of classroom discourse
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Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience
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6 |
Classroom discourse: The promise and complexity of dialogic practice
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