Research methods for classroom discourse Book / Jenni Ingram and Victoria Elliott.

By:

Ingram, Jenni [author.]

Contributor(s):

Elliott, Victoria Faith, 1980- [author.]

Material type: Text

TextSeries: Bloomsbury research methods for education seriesDescription: xvi, 230 pages : illustrations ; 23 cmISBN:

9781350072664 (paperback)
9781350072657 (hardback)

Subject(s):

DDC classification:

370.141 23

Other classification:

370.141

Summary: Language, both spoken and written, is key to understanding learning processes in the classroom. This book is for those who want to investigate spoken interaction or other discourse in the classroom. It lays out clearly the different approaches which are possible, identifying the key principles of each. It addresses the differences between them and the consequences these differences might have for teachers and researchers. Each approach is outlined in terms of practical methods advice, reasons for use, and case studies in which the approach has been used in classroom discourse. Common approaches such as conversation analysis, positioning theory, and critical discourse analysis are included alongside more specialised approaches such as discursive psychology and corpus linguistics"-

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode	Item holds
Books	Junaid Zaidi Library, COMSATS University Islamabad 2nd Floor	370.141 ING-R 61838 (Browse shelf(Opens below))	Available		10001000061838

Total holds: 0

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Previous	370.1175 SKU-M Multilingual education and sustainable diversity work : from periphery to center /	370.11750973 DEJ-F Foundations for multilingualism in education : from principles to practice /	370.13 RUS-O On education	370.141 ING-R 61838 Research methods for classroom discourse	370.15 AND-E 63165 Educational psychology : the science of instruction and learning /	370.15 BAN-E Educational psychology for teachers in training /	370.15 BIE-P Psychology applied to teaching	Next

Formerly CIP. Uk

Language, both spoken and written, is key to understanding learning processes in the classroom. This book is for those who want to investigate spoken interaction or other discourse in the classroom. It lays out clearly the different approaches which are possible, identifying the key principles of each. It addresses the differences between them and the consequences these differences might have for teachers and researchers. Each approach is outlined in terms of practical methods advice, reasons for use, and case studies in which the approach has been used in classroom discourse. Common approaches such as conversation analysis, positioning theory, and critical discourse analysis are included alongside more specialised approaches such as discursive psychology and corpus linguistics"-

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