TY - JOUR
T1 - Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom
AU - Sherry, Michael B
AU - Dodson, Gretchen M
AU - Sweeney, Sherridon L
PY - 2019/4/1
Y1 - 2019/4/1
N2 - National studies associate dialogic discourse with achievement gains. Prior research has focused on instructional moves like questions and follow-ups. Teachers and students collaboratively improvise not only instructional interactions but also classroom identities. Teachers and students may improvise identities based on cultural roles associated with routine interactions
AB - National studies associate dialogic discourse with achievement gains. Prior research has focused on instructional moves like questions and follow-ups. Teachers and students collaboratively improvise not only instructional interactions but also classroom identities. Teachers and students may improvise identities based on cultural roles associated with routine interactions
UR - https://digitalcommons.usf.edu/tal_facpub/69
UR - https://doi.org/10.1016/j.linged.2019.02.002
U2 - 10.1016/j.linged.2019.02.002
DO - 10.1016/j.linged.2019.02.002
M3 - Article
VL - 50
JO - Linguistics and Education
JF - Linguistics and Education
ER -