Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2369
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dc.contributor.authorLanger-Osuna, Jennifer
dc.date.accessioned2020-01-08T16:51:34Z
dc.date.accessioned2020-01-08T22:04:19Z-
dc.date.available2020-01-08T16:51:34Z
dc.date.available2020-01-08T22:04:19Z-
dc.date.issued2012-07
dc.identifier.citationLanger-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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.547
dc.identifier.urihttps://repository.isls.org//handle/1/2369-
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleThe Authority of Ideas: How Students Become Influential in Linguistically Heterogeneous Small Group Discussionsen_US
dc.typePostersen_US
Appears in Collections:ICLS 2012

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