Difference between revisions of "Macbeth2011"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Douglas Macbeth; | + | |Author(s)=Douglas Macbeth; |
|Title=Understanding understanding as an instructional matter | |Title=Understanding understanding as an instructional matter | ||
| − | |Tag(s)=EMCA; Ethnomethodology; Classroom interactions; Instruction; Understanding; | + | |Tag(s)=EMCA; Ethnomethodology; Classroom interactions; Instruction; Understanding; |
|Key=Macbeth2011 | |Key=Macbeth2011 | ||
|Year=2011 | |Year=2011 | ||
| Line 9: | Line 9: | ||
|Volume=43 | |Volume=43 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=438–451 |
|URL=http://www.sciencedirect.com/science/article/pii/S0378216608003081 | |URL=http://www.sciencedirect.com/science/article/pii/S0378216608003081 | ||
| − | |DOI= | + | |DOI=10.1016/j.pragma.2008.12.006 |
| − | |Abstract=This paper takes up the unremarkable organizations of understanding-in-interaction that underwrite the sequential production of classroom instruction. These are the understandings that are prior to education's identifying interests in learning, knowledge and cognition. Out of view of its authorized topics and conceptualizations, the educational research literature tends to take no notice of them. Its eyes are fixed on the ceiling, never imagining the work of the walls. A collection of classroom materials exhibits the argument. | + | |Abstract=This paper takes up the unremarkable organizations of understanding-in-interaction that underwrite the sequential production of classroom instruction. These are the understandings that are prior to education's identifying interests in learning, knowledge and cognition. Out of view of its authorized topics and conceptualizations, the educational research literature tends to take no notice of them. Its eyes are fixed on the ceiling, never imagining the work of the walls. A collection of classroom materials exhibits the argument. |
}} | }} | ||
Latest revision as of 08:01, 28 November 2019
| Macbeth2011 | |
|---|---|
| BibType | ARTICLE |
| Key | Macbeth2011 |
| Author(s) | Douglas Macbeth |
| Title | Understanding understanding as an instructional matter |
| Editor(s) | |
| Tag(s) | EMCA, Ethnomethodology, Classroom interactions, Instruction, Understanding |
| Publisher | |
| Year | 2011 |
| Language | |
| City | |
| Month | |
| Journal | Journal of Pragmatics |
| Volume | 43 |
| Number | 2 |
| Pages | 438–451 |
| URL | Link |
| DOI | 10.1016/j.pragma.2008.12.006 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper takes up the unremarkable organizations of understanding-in-interaction that underwrite the sequential production of classroom instruction. These are the understandings that are prior to education's identifying interests in learning, knowledge and cognition. Out of view of its authorized topics and conceptualizations, the educational research literature tends to take no notice of them. Its eyes are fixed on the ceiling, never imagining the work of the walls. A collection of classroom materials exhibits the argument.
Notes
