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International Journal of Educational Research

2014 Volume 63, Number 1

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Table of Contents

Number of articles: 14

  1. Representing diversity in education: Student identities in contexts of learning and instruction

    Eva Hjörne & Roger Säljö

    pp. 1-4

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  2. Analysing and preventing school failure: Exploring the role of multi-professionality in pupil health team meetings

    Eva Hjörne & Roger Säljö

    In many areas, expertise is becoming increasingly specialized and distributed between professionals. In response to this development, institutions have to organize inter-professional collaboration ... More

    pp. 5-14

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  3. Dealing with clients’ diversity in test situations: Client categorisations in psychologists’ accounts of their practices

    Michèle Grossen, Douchka Florez & Stéphanie Lauvergeon

    Reducing a test administration to standardised procedures reflects the test designers’ standpoint. However, from the practitioners’ standpoint, each client is unique. How do psychologists deal with... More

    pp. 15-25

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  4. Conceptualising teachers’ understanding of the immigrant learner

    Guida de Abreu & Hannah Hale

    This article examines teachers’ accounts of their experiences with Portuguese children and adolescents in British schools. Specifically, teachers’ accounts of “bright” students and students’ “needs... More

    pp. 26-37

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  5. Disabled students in higher education: Discourses of disability and the negotiation of identity

    Sheila Riddell & Elisabet Weedon

    University is a critical arena for young disabled people in the construction of an adult identity and in obtaining higher level qualifications which have a major impact on future labour market... More

    pp. 38-46

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  6. Diverse disability identities: The accomplishment of ‘Child with a disability’ in everyday interaction between parents and teachers

    Peter Renshaw, Juliet Choo & elke emerald

    In this paper we analyse how specific ‘disability identities’ were accomplished for students in special education facilities by their teachers and parents as they communicated about the ordinary... More

    pp. 47-58

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  7. The prevalence and use of the psychological–medical discourse in special education

    Hugh Mehan

    Some students disrupt classrooms by shouting out, fidgeting, or running around. Others sit inattentively, glumly, or sullen. These are “difficult to teach” students. No doubt, they have always been... More

    pp. 59-62

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  8. Developments in classroom-based talk

    Robyn M. Gillies

    The articles in this issue of the journal on classroom-based talk document recent international developments in this research and demonstrate the power of talk to affect how teachers teach and how ... More

    pp. 63-68

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  9. The role of dialog in philosophy for children

    K.J. Topping & S. Trickey

    Philosophy for Children (P4C) stems from the work of Mathew Lipman. It involves teacher modeling of exploratory talk in relation to a complex stimulus, then has students discuss together in pairs, ... More

    pp. 69-78

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  10. Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning

    Noreen M. Webb, Megan L. Franke, Marsha Ing, Jacqueline Wong, Cecilia H. Fernandez, Nami Shin & Angela C. Turrou

    This paper explores the relationships between student participation in classroom conversations, teacher practices, and student learning in elementary school mathematics classrooms. Six teachers and... More

    pp. 79-93

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  11. Meaning making as an interactional accomplishment: A temporal analysis of intentionality and improvisation in classroom dialogue

    Alison Twiner, Karen Littleton, Caroline Coffin & Denise Whitelock

    In this paper we offer a significant development of Baldry and Thibault's (2006) notion of a ‘meaning-making trajectory’ to explore the collective, and often improvisational, interactional... More

    pp. 94-106

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  12. Optimizing small group discourse in classrooms: Effective practices and theoretical constraints

    Christine Howe

    Acknowledging that small group activities are prominent features of science classrooms, this article addresses two questions about the discourse that occurs while such activities are in progress.... More

    pp. 107-115

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  13. Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

    Julie Radford, Institute of Education, University of London, Psychology and Human Development, United Kingdom; Paula Bosanquet, University of East London, United Kingdom; Rob Webster & Peter Blatchford, Institute of Education, University of London, Psychology and Human Development, United Kingdom; Christine Rubie-Davies, University of Auckland, New Zealand

    Teaching assistants currently play a key pedagogical role in supporting learners with special educational needs. Their practice is primarily oral, involving verbal differentiation of teacher talk... More

    pp. 116-126

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  14. Primary students’ scientific reasoning and discourse during cooperative inquiry-based science activities

    Robyn M. Gillies, Kim Nichols, Gilbert Burgh & Michele Haynes

    Teaching children to ask and answer questions is critically important if they are to learn to talk and reason effectively together, particularly during inquiry-based science where they are required... More

    pp. 127-140

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