Teacher reformulations of pupil discourse
Published online: 01 January 1980
https://doi.org/10.1075/aral.3.2.04wat
https://doi.org/10.1075/aral.3.2.04wat
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Cited by
Cited by 9 other publications
Chilcoat, George W.
1987. Teacher Clarity in the Middle School Classroom: A Functional Review of Research.
Middle School Research Selected Studies 12:1 ► pp. 36 ff. 
Davidson, Graham
1994. Metacognition, cognition and learning: Old dubitations and new directions.
South Pacific Journal of Psychology 7 ► pp. 18 ff.
Dobson, James J.
1995. Reformulation as a measure of student expression in classroom interaction.
Language Awareness 4:1 ► pp. 33 ff.
Edwards, A. D.
1987. Language Codes and Classroom Practice.
Oxford Review of Education 13:3 ► pp. 237 ff.
Shore, Sue
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1983. A School Communication-deficit Hypothesis of Educational Disadvantage.
Australian Journal of Education 27:1 ► pp. 3 ff.
Young, R.E.
1980. The Controlling Curriculum and the Practical Ideology of Teachers.
The Australian and New Zealand Journal of Sociology 16:2 ► pp. 62 ff.
Young, R.E.
1982. CRITICAL THEORY, CURRICULUM AND TEACHING.
Discourse: Studies in the Cultural Politics of Education 3:1 ► pp. 22 ff.
Young, R.E.
1987. Critical theory and classroom questioning.
Language and Education 1:2 ► pp. 125 ff.
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