Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2369
Title: The Authority of Ideas: How Students Become Influential in Linguistically Heterogeneous Small Group Discussions
Authors: Langer-Osuna, Jennifer
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Langer-Osuna, J. (2012). The Authority of Ideas: How Students Become Influential in Linguistically Heterogeneous Small Group Discussions. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 547-548). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: The objective of this poster is to explain how students in a linguistically heterogeneous classroom became influential during small group mathematical discussions. In particular, the study focuses on the role of the teacher on: (1) the perceived merit of students' contributions; and students' (2) position of intellectual authority; (3) access to the conversational floor; and (4) access to interactional space. This analysis extends our understanding of equitable classrooms to consider interactional dimensions of student influence.
URI: https://doi.dx.org/10.22318/icls2012.2.547
https://repository.isls.org//handle/1/2369
Appears in Collections:ICLS 2012

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