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|Title:||The Authority of Ideas: How Students Become Influential in Linguistically Heterogeneous Small Group Discussions|
|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.|
|Appears in Collections:||ICLS 2012|
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