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- W1832543177 abstract "The classroom can be understood as the site of various forms of dialogicalinteraction. Taken together, engagement in such dialogues results inexperiences for students that can impact positively or negatively on theirpersonal and social identities. While the research literature acknowledges thisin various ways, there is potential for a research programme more explicitlyfocused on how different learners respond differentially to classroomsituations in terms of their developing identities in the broadest sense. Such aprogramme could complement life history-based approaches tounderstanding educational and career trajectories and evaluations of effectiveteaching based on narrow measures of performativity, by providing microleveldata in the context of a conceptual framework drawn fromdevelopmental and/or discursive psychology." @default.
- W1832543177 created "2016-06-24" @default.
- W1832543177 creator A5024189173 @default.
- W1832543177 date "2009-06-26" @default.
- W1832543177 modified "2023-09-26" @default.
- W1832543177 title "Learning, Identity and Classroom Dialogue" @default.
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