Cited by

Cited by 11 other publications

Carlin, Andrew P. & Ricardo Moutinho
2022. Teaching and learning moments as subjectively problematic: Foundational assumptions and methodological entailments. Educational Philosophy and Theory 54:1  pp. 48 ff. DOI logo
Hecht, Michael
2013. Unterricht auf der Kippe – über das Ausbalancieren von Aufmerksamkeit und disziplinierter Subjektivität. In Grenzobjekte,  pp. 163 ff. DOI logo
KUNITZ, SILVIA
2018. Collaborative Attention Work on Gender Agreement in Italian as a Foreign Language. The Modern Language Journal 102:S1  pp. 64 ff. DOI logo
Kunitz, Silvia & Klara Skogmyr Marian
2017. Tracking Immanent Language Learning Behavior Over Time in Task‐Based Classroom Work. TESOL Quarterly 51:3  pp. 507 ff. DOI logo
Lindwall, Oskar, Gustav Lymer & Christian Greiffenhagen
2015. The Sequential Analysis of Instruction. In The Handbook of Classroom Discourse and Interaction,  pp. 142 ff. DOI logo
Moutinho, Ricardo
2019. The dynamic layering of relational pairs in L2 classrooms. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 29:4  pp. 571 ff. DOI logo
Roulston, Kathy
2001. Introducing Ethnomethodological Analysis to the Field of Music Education. Music Education Research 3:2  pp. 121 ff. DOI logo
Sormani, Philippe
2021. Reflexive Ethnography as “Data Science”? A Sociological Contribution to Praxeology. Symbolic Interaction 44:1  pp. 260 ff. DOI logo
Wagner, Santoi & Innhwa Park
2022. Whole‐Class Co‐Construction in a High School Spanish Classroom: A Conversation Analytic Perspective. Language Learning 72:S1  pp. 203 ff. DOI logo
[no author supplied]
2009. Lokale Ordnungen — Ethnomethodologie. In Selbsttätigkeit im Unterricht,  pp. 121 ff. DOI logo
[no author supplied]
2009. Pädagogische Reprise: Diskussion und Schlussfolgerungen. In Selbsttätigkeit im Unterricht,  pp. 351 ff. DOI logo

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