Teacher noticing as a driver of interaction patterns in science classrooms
Teachers' responses to student contributions in science classroom influence the resulting classroom interaction. To establish a heightened interaction, teachers need to use specific discursive moves. Using the notion of noticing as a lens, in this qualitative case study, I report on how the not...
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| Format: | Book |
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Journal of Pedagogical Research,
2023-01-01T00:00:00Z.
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Connect to this object online.3rd Floor Main Library
| Call Number: |
A1234.567 |
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| Copy 1 | Available |