Difference between revisions of "Baker1992"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Carolyn Baker; | + | |Author(s)=Carolyn Baker; |
|Title=Description and analysis in classroom talk and interaction | |Title=Description and analysis in classroom talk and interaction | ||
| − | |Tag(s)=EMCA; Classroom; | + | |Tag(s)=EMCA; Classroom; |
|Key=Baker1992 | |Key=Baker1992 | ||
|Year=1992 | |Year=1992 | ||
| Line 9: | Line 9: | ||
|Volume=27 | |Volume=27 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=9–14 |
| + | |URL=http://www.jstor.org/stable/23869835 | ||
| + | |Abstract=The research literature has offered many ways of describing and analyzing classroom talk and interaction. Within qualitative studies there has been a focus on classroom talk and interaction as practical activity and local accomplishment. This article looks at the descriptive and analytical work of classroom members themselves in the course of talk and interaction, showing how this work is part of the production of classroom knowledge, classroom relations, and classroom order. The practice and possibilities of treating classroom members as observer-analysts of their own interactional scenes are outlined. | ||
}} | }} | ||
Latest revision as of 13:35, 14 February 2016
| Baker1992 | |
|---|---|
| BibType | ARTICLE |
| Key | Baker1992 |
| Author(s) | Carolyn Baker |
| Title | Description and analysis in classroom talk and interaction |
| Editor(s) | |
| Tag(s) | EMCA, Classroom |
| Publisher | |
| Year | 1992 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Classroom Interaction |
| Volume | 27 |
| Number | 2 |
| Pages | 9–14 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The research literature has offered many ways of describing and analyzing classroom talk and interaction. Within qualitative studies there has been a focus on classroom talk and interaction as practical activity and local accomplishment. This article looks at the descriptive and analytical work of classroom members themselves in the course of talk and interaction, showing how this work is part of the production of classroom knowledge, classroom relations, and classroom order. The practice and possibilities of treating classroom members as observer-analysts of their own interactional scenes are outlined.
Notes
