Part of
Local Educational Order: Ethnomethodological studies of knowledge in actionEdited by Stephen K. Hester and David Francis
[Pragmatics & Beyond New Series 73] 2000
► pp. 21–72
Edited by Stephen K. Hester and David Francis
[Pragmatics & Beyond New Series 73] 2000
► pp. 21–72
2. Classrooms as Installations
Direct Instruction in the Early Grades
Cited by (39)
Cited by 39 other publications
Marques, Joana B. V., Andrew P. Carlin & Ricardo Moutinho
2022. A guided tour in the Geophysical and Astronomical Observatory of the University of Coimbra: setting-specific practices in an informal educational environment. Educational Studies ► pp. 1 ff. 
Edwards-Groves, Christine & Peter Freebody
2021. Literacy’s changing morphologies: Trajectories, classroom exchanges and the evolution of literacy demands over the school years. The Australian Journal of Language and Literacy 44:2 ► pp. 76 ff.
Moutinho, Ricardo & Andrew P. Carlin
2021. ‘LEARNING MOMENTS’ AS INSPECTABLE PHENOMENA OF INQUIRY IN A SECOND LANGUAGE CLASSROOM. Problems of Education in the 21st Century 79:1 ► pp. 80 ff.
Chazal, Kirby
2020. Chapter 7. Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction. In Mobilizing Others [Studies in Language and Social Interaction, 33], ► pp. 175 ff.
Davidson, Christina & Christine Edwards-Groves
2020. Producing and closing down multiple-response sequences during whole-class talk in an early years classroom. Language and Education 34:3 ► pp. 193 ff.
Tegler, Helena, Ingrid Demmelmaier, Monica Blom Johansson & Niklas Norén
2020. Creating a response space in multiparty classroom settings for students using eye-gaze accessed speech-generating devices. Augmentative and Alternative Communication ► pp. 1 ff.
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.
KASPER, GABRIELE & JOHANNES WAGNER
2018. Epistemological Reorientations and L2 Interactional Settings: A Postscript to the Special Issue. The Modern Language Journal 102:S1 ► pp. 82 ff.
Dalgren, Sara
2017. Questions and Answers, A Seesaw and Embodied Action: How a Preschool Teacher and Children Accomplish Educational Practice. In Children’s Knowledge-in-Interaction, ► pp. 37 ff.
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.
Kääntä, Leila, Gabriele Kasper & Arja Piirainen-Marsh
2016. Explaining Hooke’s Law: Definitional Practices in a CLIL Physics Classroom. Applied Linguistics ► pp. amw025 ff.
Reh, Sabine & Denise Wilde
2016. „Ihr habt eigentlich gesehen … “ – Von der Zeugenschaft zum Verstehen. In Was ist Unterricht?, ► pp. 103 ff.
Tyagunova, Tanja & Georg Breidenstein
2016. „Was ist Unterricht?“ – Die Perspektive der Ethnomethodologie. In Was ist Unterricht?, ► pp. 77 ff.
Lindwall, Oskar, Gustav Lymer & Christian Greiffenhagen
2015. The Sequential Analysis of Instruction. In The Handbook of Classroom Discourse and Interaction, ► pp. 142 ff.
Cekaite, Asta & Polly Björk-Willén
2013. Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use. International Journal of Bilingualism 17:2 ► pp. 174 ff.
Landri, Paolo
2013. Mobilising ethnographers investigating technologised learning. Ethnography and Education 8:2 ► pp. 239 ff.
Voilmy, Dimitri
2013. Suivre les actions de l'autre. Anthropologie et Sociétés 36:3 ► pp. 95 ff.
Davidson, Christina
2012. Seeking the green basilisk lizard: Acquiring digital literacy practices in the home. Journal of Early Childhood Literacy 12:1 ► pp. 24 ff.
Freebody, Peter & Jill Freiberg
2011. Ethnomethodological Research in Education and the Social Sciences: Studying ‘the Business, Identities and Cultures’ of Classrooms. In Methodological Choice and Design, ► pp. 79 ff.
Lee, Yo-An & Akihiko Takahashi
2011. Lesson Plans and the Contingency of Classroom Interactions. Human Studies 34:2 ► pp. 209 ff.
Lymer, Gustav, Oskar Lindwall & Jonas Ivarsson
2011. Space and discourse interleaved: intertextuality and interpretation in the education of architects. Social Semiotics 21:2 ► pp. 197 ff.
Hall, Joan Kelly
2010. Interaction as method and result of language learning. Language Teaching 43:2 ► pp. 202 ff.
HALL, JOAN KELLY
2022. L2 Classroom Input and L2 Positionally Sensitive Grammars: The Role of Information‐Seeking Question Sequences. The Modern Language Journal 106:S1 ► pp. 113 ff.
Lehtinen, Esa
2009. Conversation analysis and religion: Practices of talking about Bible texts in Seventh-day Adventist Bible study. Religion 39:3 ► pp. 233 ff.
Lehtinen, Esa
2009. Sequential and inferential order in religious action : A conversation analytic perspective. Langage et société n° 130:4 ► pp. 15 ff.
Björk-Willén, Polly
2008. Routine Trouble: How Preschool Children Participate in Multilingual Instruction. Applied Linguistics 29:4 ► pp. 555 ff.
Cekaite, Asta & Ann-Carita Evaldsson
2008. Staging Linguistic Identities and Negotiating Monolingual Norms in Multiethnic School Settings. International Journal of Multilingualism 5:3 ► pp. 177 ff.
Greiffenhagen, Christian
2008. Unpacking Tasks: The Fusion of New Technology with Instructional Work. Computer Supported Cooperative Work (CSCW) 17:1 ► pp. 35 ff.
Kasper, Gabriele
2008. Discourse and Socially Shared Cognition. In Encyclopedia of Language and Education, ► pp. 1824 ff.
Lee, Yo-An
2008. Yes–No Questions in the Third-Turn Position: Pedagogical Discourse Processes. Discourse Processes 45:3 ► pp. 237 ff.
HELLERMANN, JOHN
2007. The Development of Practices for Action in Classroom Dyadic Interaction: Focus on Task Openings. The Modern Language Journal 91:1 ► pp. 83 ff.
Hellermann, John
2009. Book review: Christiane Dalton-Puffer, 2007: Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins. 330 pp. $54.00 (paperback). ISBN 978-9-02721-981-7. Language Teaching Research 13:4 ► pp. 473 ff.
Brown, Mike
2004. “Let's Go round the Circle:” How Verbal Facilitation Can Function as a Means of Direct Instruction. Journal of Experiential Education 27:2 ► pp. 161 ff.
Macbeth, Douglas
2001. On “Reflexivity” in Qualitative Research: Two Readings, and a Third. Qualitative Inquiry 7:1 ► pp. 35 ff.
Macbeth, Douglas
2002. A Commentary on Instructional Design. Journal of the Learning Sciences 11:2 ► pp. 373 ff.
Macbeth, Douglas
2003. Hugh Mehan’s Learning Lessons Reconsidered: On the Differences Between the Naturalistic and Critical Analysis of Classroom Discourse. American Educational Research Journal 40:1 ► pp. 239 ff.
MACBETH, DOUGLAS
2004. The relevance of repair for classroom correction. Language in Society 33:5 ► pp. 703 ff.
Shon, Minho
2001. Demonstrations of lessons: Teaching authentic inquiry in science lessons. Asia Pacific Education Review 2:2 ► pp. 35 ff.
[no author supplied]
2009. Die Herstellung von Aufmerksamkeit (Analysen Teil I). In Selbsttätigkeit im Unterricht, ► pp. 155 ff.
This list is based on CrossRef data as of 21 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.