2017. Schoolyard Suspect: Blame Negotiations, Category Work and Conflicting Versions Among Children and Teachers. In Children’s Knowledge-in-Interaction, ► pp. 149 ff.
Hjörne, Eva & Ann-Carita Evaldsson
2015. Reconstituting the ADHD girl: accomplishing exclusion and solidifying a biomedical identity in an ADHD class. International Journal of Inclusive Education 19:6 ► pp. 626 ff.
Theobald, Maryanne
2012. Video-stimulated accounts: Young children accounting for interactional matters in front of peers. Journal of Early Childhood Research 10:1 ► pp. 32 ff.
Yerrick, Randy K. & Andrew Gilbert
2011. Constraining the discourse community: How science discourse perpetuates marginalization of underrepresented students. Journal of Multicultural Discourses 6:1 ► pp. 67 ff.
Danby, Susan & Karen Thorpe
2006. Compatibility and Conflict: Negotiation of Relationships by Dizygotic Same-Sex Twin Girls. Twin Research and Human Genetics 9:1 ► pp. 103 ff.
Powell, Kathy, Susan Danby & Ann Farrell
2006. investigating an account of children ‘passing notes’ in the classroom. Journal of Early Childhood Research 4:3 ► pp. 259 ff.
Berard, Tim J.
2005. Evaluative Categories of Action and Identity in Non-Evaluative Human Studies Research: Examples from Ethnomethodology. Qualitative Sociology Review 1:1 ► pp. 5 ff.
Johnson, Greer Cavallaro, Simon Clarke & Neil Dempster
2005. The Discursive (Re)construction of Parents in School Texts. Language and Education 19:5 ► pp. 380 ff.
Eglin, Peter
2002. Members' gendering work: `women', `feminists' and membership categorization analysis. Discourse & Society 13:6 ► pp. 819 ff.
This list is based on CrossRef data as of 11 july 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.