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You searched for subject:( en CLASSROOM INTERACTION). Showing records 1 – 30 of 53818 total matches.

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1. Alsaif, O. An investigation of student interaction patterns and teacher feedback at a Saudi EFL university context.

Degree: PhD, 2019, University of Exeter

 The current study is guided by the assumption that classroom interaction plays a key role in enhancing the quality of learning and teaching in a… (more)

Subjects/Keywords: 370; Classroom discourse; Teacher feedback; classroom interaction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alsaif, O. (2019). An investigation of student interaction patterns and teacher feedback at a Saudi EFL university context. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/36935

Chicago Manual of Style (16th Edition):

Alsaif, O. “An investigation of student interaction patterns and teacher feedback at a Saudi EFL university context.” 2019. Doctoral Dissertation, University of Exeter. Accessed August 05, 2020. http://hdl.handle.net/10871/36935.

MLA Handbook (7th Edition):

Alsaif, O. “An investigation of student interaction patterns and teacher feedback at a Saudi EFL university context.” 2019. Web. 05 Aug 2020.

Vancouver:

Alsaif O. An investigation of student interaction patterns and teacher feedback at a Saudi EFL university context. [Internet] [Doctoral dissertation]. University of Exeter; 2019. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10871/36935.

Council of Science Editors:

Alsaif O. An investigation of student interaction patterns and teacher feedback at a Saudi EFL university context. [Doctoral Dissertation]. University of Exeter; 2019. Available from: http://hdl.handle.net/10871/36935


University of Georgia

2. Chang, Sunmee. L2 learning through interaction: English learning in an adult IEP classroom.

Degree: PhD, Language Education, 2003, University of Georgia

 With the emphasis on the classroom as one of the most important places where language learning occurs, the study presented in this dissertation looked at… (more)

Subjects/Keywords: Classroom Interaction

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APA (6th Edition):

Chang, S. (2003). L2 learning through interaction: English learning in an adult IEP classroom. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/chang_sunmee_200308_phd

Chicago Manual of Style (16th Edition):

Chang, Sunmee. “L2 learning through interaction: English learning in an adult IEP classroom.” 2003. Doctoral Dissertation, University of Georgia. Accessed August 05, 2020. http://purl.galileo.usg.edu/uga_etd/chang_sunmee_200308_phd.

MLA Handbook (7th Edition):

Chang, Sunmee. “L2 learning through interaction: English learning in an adult IEP classroom.” 2003. Web. 05 Aug 2020.

Vancouver:

Chang S. L2 learning through interaction: English learning in an adult IEP classroom. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2020 Aug 05]. Available from: http://purl.galileo.usg.edu/uga_etd/chang_sunmee_200308_phd.

Council of Science Editors:

Chang S. L2 learning through interaction: English learning in an adult IEP classroom. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/chang_sunmee_200308_phd


University of Newcastle

3. Suryati, Nunung. Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia.

Degree: PhD, 2013, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

In response to the growing importance attached to mastering English, the Indonesia’s 2006 English Curriculum has as one… (more)

Subjects/Keywords: EFL; classroom interaction; Indonesia

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APA (6th Edition):

Suryati, N. (2013). Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1038812

Chicago Manual of Style (16th Edition):

Suryati, Nunung. “Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia.” 2013. Doctoral Dissertation, University of Newcastle. Accessed August 05, 2020. http://hdl.handle.net/1959.13/1038812.

MLA Handbook (7th Edition):

Suryati, Nunung. “Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia.” 2013. Web. 05 Aug 2020.

Vancouver:

Suryati N. Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia. [Internet] [Doctoral dissertation]. University of Newcastle; 2013. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/1959.13/1038812.

Council of Science Editors:

Suryati N. Developing an effective classroom interaction framework to promote lower secondary school students' English communicative competence in Malang, East Java, Indonesia. [Doctoral Dissertation]. University of Newcastle; 2013. Available from: http://hdl.handle.net/1959.13/1038812

4. Hou, Xuemei. Analyse des interactions verbales en classe de FLE en Chine : étude de cas de deux situations d'enseignement : Research on French Classroom Linguistic Interaction in China : comparison of Two Teaching Environments.

Degree: Docteur es, Didactique des langues et des cultures, 2011, Université Sorbonne Nouvelle – Paris III

L’enseignement / l’apprentissage du français dans les classes de FLE en Chine devient aujourd’hui un sujet d’étude suscitant de vives discussions en raison du nombre… (more)

Subjects/Keywords: Interactions verbales; Classe de FLE en Chine; Alliance française de Shanghai; Département de français en Chine; Linguistic interaction; French classroom in China; Alliance française de Shanghai; French department in China

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APA (6th Edition):

Hou, X. (2011). Analyse des interactions verbales en classe de FLE en Chine : étude de cas de deux situations d'enseignement : Research on French Classroom Linguistic Interaction in China : comparison of Two Teaching Environments. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2011PA030086

Chicago Manual of Style (16th Edition):

Hou, Xuemei. “Analyse des interactions verbales en classe de FLE en Chine : étude de cas de deux situations d'enseignement : Research on French Classroom Linguistic Interaction in China : comparison of Two Teaching Environments.” 2011. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed August 05, 2020. http://www.theses.fr/2011PA030086.

MLA Handbook (7th Edition):

Hou, Xuemei. “Analyse des interactions verbales en classe de FLE en Chine : étude de cas de deux situations d'enseignement : Research on French Classroom Linguistic Interaction in China : comparison of Two Teaching Environments.” 2011. Web. 05 Aug 2020.

Vancouver:

Hou X. Analyse des interactions verbales en classe de FLE en Chine : étude de cas de deux situations d'enseignement : Research on French Classroom Linguistic Interaction in China : comparison of Two Teaching Environments. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2011. [cited 2020 Aug 05]. Available from: http://www.theses.fr/2011PA030086.

Council of Science Editors:

Hou X. Analyse des interactions verbales en classe de FLE en Chine : étude de cas de deux situations d'enseignement : Research on French Classroom Linguistic Interaction in China : comparison of Two Teaching Environments. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2011. Available from: http://www.theses.fr/2011PA030086


Pontifical Catholic University of Rio de Janeiro

5. ADRIANA BAPTISTA DE SOUZA. [en] CONFLICTS IN THE CO-CONSTRUCTION OF KNOWLEDGE BY A DEAF STUDENT OF THE FIRST SEGMENT OF ELEMENTARY SCHOOL IN INTERACTION IN THE ENGLISH CLASSES OF AN INCLUSIVE MUNICIPAL SCHOOL IN RIO DE JANEIRO.

Degree: 2020, Pontifical Catholic University of Rio de Janeiro

 [pt] Esta pesquisa tem por objetivo principal analisar a interação escolar de um aluno surdo em um contexto praticamente inexplorado no Brasil: as aulas de… (more)

Subjects/Keywords: [pt] PORTUGUES; [en] PORTUGUESE; [pt] INTERACAO EM SALA DE AULA; [en] CLASSROOM INTERACTION; [pt] INGLES; [en] ENGLISH; [pt] ESCOLA PUBLICA; [en] PUBLIC SCHOOL; [pt] LIBRAS; [en] LIBRAS; [pt] COCONSTRUCAO DE CONHECIMENTOS; [en] COCONSTRUCTION OF KNOWLEDGE; [pt] INCLUSAO ESCOLAR DE SURDOS; [en] SCHOOL INCLUSION OF THE DEAF; [pt] PRIMEIRO SEGMENTO DO ENSINO FUNDAMENTAL; [en] FIRST SEGMENT OF ELEMENTARY SCHOOL

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APA (6th Edition):

SOUZA, A. B. D. (2020). [en] CONFLICTS IN THE CO-CONSTRUCTION OF KNOWLEDGE BY A DEAF STUDENT OF THE FIRST SEGMENT OF ELEMENTARY SCHOOL IN INTERACTION IN THE ENGLISH CLASSES OF AN INCLUSIVE MUNICIPAL SCHOOL IN RIO DE JANEIRO. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=47515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

SOUZA, ADRIANA BAPTISTA DE. “[en] CONFLICTS IN THE CO-CONSTRUCTION OF KNOWLEDGE BY A DEAF STUDENT OF THE FIRST SEGMENT OF ELEMENTARY SCHOOL IN INTERACTION IN THE ENGLISH CLASSES OF AN INCLUSIVE MUNICIPAL SCHOOL IN RIO DE JANEIRO.” 2020. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed August 05, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=47515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

SOUZA, ADRIANA BAPTISTA DE. “[en] CONFLICTS IN THE CO-CONSTRUCTION OF KNOWLEDGE BY A DEAF STUDENT OF THE FIRST SEGMENT OF ELEMENTARY SCHOOL IN INTERACTION IN THE ENGLISH CLASSES OF AN INCLUSIVE MUNICIPAL SCHOOL IN RIO DE JANEIRO.” 2020. Web. 05 Aug 2020.

Vancouver:

SOUZA ABD. [en] CONFLICTS IN THE CO-CONSTRUCTION OF KNOWLEDGE BY A DEAF STUDENT OF THE FIRST SEGMENT OF ELEMENTARY SCHOOL IN INTERACTION IN THE ENGLISH CLASSES OF AN INCLUSIVE MUNICIPAL SCHOOL IN RIO DE JANEIRO. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2020. [cited 2020 Aug 05]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=47515.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

SOUZA ABD. [en] CONFLICTS IN THE CO-CONSTRUCTION OF KNOWLEDGE BY A DEAF STUDENT OF THE FIRST SEGMENT OF ELEMENTARY SCHOOL IN INTERACTION IN THE ENGLISH CLASSES OF AN INCLUSIVE MUNICIPAL SCHOOL IN RIO DE JANEIRO. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2020. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=47515

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. MUHAMMAD ALI HAIKAL BIN KHALID. CLASSROOM MONOLOGISM FOR EXPEDIENCE'S SAKE.

Degree: 2014, National University of Singapore

Subjects/Keywords: Classroom monologism; Classroom Interaction; Expedience

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APA (6th Edition):

KHALID, M. A. H. B. (2014). CLASSROOM MONOLOGISM FOR EXPEDIENCE'S SAKE. (Thesis). National University of Singapore. Retrieved from http://scholarbank.nus.edu.sg/handle/10635/113300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

KHALID, MUHAMMAD ALI HAIKAL BIN. “CLASSROOM MONOLOGISM FOR EXPEDIENCE'S SAKE.” 2014. Thesis, National University of Singapore. Accessed August 05, 2020. http://scholarbank.nus.edu.sg/handle/10635/113300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

KHALID, MUHAMMAD ALI HAIKAL BIN. “CLASSROOM MONOLOGISM FOR EXPEDIENCE'S SAKE.” 2014. Web. 05 Aug 2020.

Vancouver:

KHALID MAHB. CLASSROOM MONOLOGISM FOR EXPEDIENCE'S SAKE. [Internet] [Thesis]. National University of Singapore; 2014. [cited 2020 Aug 05]. Available from: http://scholarbank.nus.edu.sg/handle/10635/113300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

KHALID MAHB. CLASSROOM MONOLOGISM FOR EXPEDIENCE'S SAKE. [Thesis]. National University of Singapore; 2014. Available from: http://scholarbank.nus.edu.sg/handle/10635/113300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

7. Li, Hui. ASPECTS OF HIDDEN CHINESE CULTURE REVEALED IN AN AMERICAN UNIVERSITY CLASSROOM.

Degree: MA, East Asian Languages and Literatures, 2009, The Ohio State University

 This paper reports an empirical study aiming to identify hidden Chinese culture concerning behavioral culture and suppressed culture. The research was conducted with a group… (more)

Subjects/Keywords: Education; Chinese culture; culture training; classroom interaction

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APA (6th Edition):

Li, H. (2009). ASPECTS OF HIDDEN CHINESE CULTURE REVEALED IN AN AMERICAN UNIVERSITY CLASSROOM. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1243473247

Chicago Manual of Style (16th Edition):

Li, Hui. “ASPECTS OF HIDDEN CHINESE CULTURE REVEALED IN AN AMERICAN UNIVERSITY CLASSROOM.” 2009. Masters Thesis, The Ohio State University. Accessed August 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243473247.

MLA Handbook (7th Edition):

Li, Hui. “ASPECTS OF HIDDEN CHINESE CULTURE REVEALED IN AN AMERICAN UNIVERSITY CLASSROOM.” 2009. Web. 05 Aug 2020.

Vancouver:

Li H. ASPECTS OF HIDDEN CHINESE CULTURE REVEALED IN AN AMERICAN UNIVERSITY CLASSROOM. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2020 Aug 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243473247.

Council of Science Editors:

Li H. ASPECTS OF HIDDEN CHINESE CULTURE REVEALED IN AN AMERICAN UNIVERSITY CLASSROOM. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243473247


University of Sydney

8. Dutcher, Lydia Ruth. Interaction and collaboration across proficiency levels in the English language classroom .

Degree: 2018, University of Sydney

 One aim of adult General English courses is to help people to develop the ability to communicate in English with a diverse range of speakers,… (more)

Subjects/Keywords: Conversation Analysis; classroom interaction; group work; proficiency

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APA (6th Edition):

Dutcher, L. R. (2018). Interaction and collaboration across proficiency levels in the English language classroom . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dutcher, Lydia Ruth. “Interaction and collaboration across proficiency levels in the English language classroom .” 2018. Thesis, University of Sydney. Accessed August 05, 2020. http://hdl.handle.net/2123/18394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dutcher, Lydia Ruth. “Interaction and collaboration across proficiency levels in the English language classroom .” 2018. Web. 05 Aug 2020.

Vancouver:

Dutcher LR. Interaction and collaboration across proficiency levels in the English language classroom . [Internet] [Thesis]. University of Sydney; 2018. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/2123/18394.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dutcher LR. Interaction and collaboration across proficiency levels in the English language classroom . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18394

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Kang, Shin Tae. Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education.

Degree: Docteur es, Sciences du langage, 2016, Lyon

La langue est sans aucun doute le reflet d’une culture et en cela elle permet à deux peuples non seulement de communiquer mais aussi de… (more)

Subjects/Keywords: Distance linguistique; Interlangue; Interaction en classe de langue; FLE en Corée; Non verbal; Apprenant coréen; Enseignant français; Interférence linguistique; Interculturel; Comportement culturel d’apprentissage; Linguistic distance; Interlanguage; Interaction in the language classroom; FLE in Korea; Nonverbal; Korean learner; French teacher; Linguistic interference; Intercultural; Cultural learning behaviour; 448

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APA (6th Edition):

Kang, S. T. (2016). Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education. (Doctoral Dissertation). Lyon. Retrieved from http://www.theses.fr/2016LYSE2158

Chicago Manual of Style (16th Edition):

Kang, Shin Tae. “Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education.” 2016. Doctoral Dissertation, Lyon. Accessed August 05, 2020. http://www.theses.fr/2016LYSE2158.

MLA Handbook (7th Edition):

Kang, Shin Tae. “Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education.” 2016. Web. 05 Aug 2020.

Vancouver:

Kang ST. Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education. [Internet] [Doctoral dissertation]. Lyon; 2016. [cited 2020 Aug 05]. Available from: http://www.theses.fr/2016LYSE2158.

Council of Science Editors:

Kang ST. Analyse des interactions dans la classe de langue en Corée : cas des apprenants coréens face aux enseignants de français natifs dans l'enseignement supérieur : Analyses of the interactions in the class of language in Korea : case of Korean learners in front of French native teachers in the higher education. [Doctoral Dissertation]. Lyon; 2016. Available from: http://www.theses.fr/2016LYSE2158


Pontifical Catholic University of Rio de Janeiro

10. LUIZ CARLOS BARROS DE FREITAS. [pt] INTERAÇÃO EM SALA DE AULA EM LIBRAS E PORTUGUÊS COM EXPERIÊNCIAS TRANSIDIOMÁTICAS: ENQUADRES DE PROFESSOR E ALUNOS SURDOS E OUVINTES.

Degree: 2020, Pontifical Catholic University of Rio de Janeiro

 [pt] O estudo se ocupa em investigar como são realizadas interações entre alunos surdos e ouvintes e professor ouvinte em um curso de Graduação de… (more)

Subjects/Keywords: [pt] ENQUADRES; [en] FRAMES; [pt] LINGUAS EM CONTATO; [en] LANGUAGES IN CONTACT; [pt] INTERACAO EM SALA DE AULA EM CURSO LETRAS LIBRAS; [en] CLASSROOM INTERACTION IN A LETRAS-LIBRAS UNDERGRADUATE COURSE; [pt] TRANSCRICAO PARA LIBRAS; [en] LIBRAS TRANSCRIPTIONS CODE; [pt] ESTUDOS SURDOS; [en] DEAF STUDIES; [pt] PRATICAS TRANSIDIOMATICAS; [en] TRANSIDIOMATIC PRACTICES

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APA (6th Edition):

FREITAS, L. C. B. D. (2020). [pt] INTERAÇÃO EM SALA DE AULA EM LIBRAS E PORTUGUÊS COM EXPERIÊNCIAS TRANSIDIOMÁTICAS: ENQUADRES DE PROFESSOR E ALUNOS SURDOS E OUVINTES. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=46655

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

FREITAS, LUIZ CARLOS BARROS DE. “[pt] INTERAÇÃO EM SALA DE AULA EM LIBRAS E PORTUGUÊS COM EXPERIÊNCIAS TRANSIDIOMÁTICAS: ENQUADRES DE PROFESSOR E ALUNOS SURDOS E OUVINTES.” 2020. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed August 05, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=46655.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

FREITAS, LUIZ CARLOS BARROS DE. “[pt] INTERAÇÃO EM SALA DE AULA EM LIBRAS E PORTUGUÊS COM EXPERIÊNCIAS TRANSIDIOMÁTICAS: ENQUADRES DE PROFESSOR E ALUNOS SURDOS E OUVINTES.” 2020. Web. 05 Aug 2020.

Vancouver:

FREITAS LCBD. [pt] INTERAÇÃO EM SALA DE AULA EM LIBRAS E PORTUGUÊS COM EXPERIÊNCIAS TRANSIDIOMÁTICAS: ENQUADRES DE PROFESSOR E ALUNOS SURDOS E OUVINTES. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2020. [cited 2020 Aug 05]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=46655.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

FREITAS LCBD. [pt] INTERAÇÃO EM SALA DE AULA EM LIBRAS E PORTUGUÊS COM EXPERIÊNCIAS TRANSIDIOMÁTICAS: ENQUADRES DE PROFESSOR E ALUNOS SURDOS E OUVINTES. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2020. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=46655

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Pontifical Catholic University of Rio de Janeiro

11. MONICA SPITALNIK NATHAN. [en] CONFLICTS IN THE CLASSROOM: CONSTRUCTED RELATIONSHIPS BETWEEN TEACHER AND STUDENTS IN A UNIVERSITY COURSE.

Degree: 2004, Pontifical Catholic University of Rio de Janeiro

[pt] Pesquisa de cunho micro-etnográfico, realizada em aulas de ciências exatas numa universidade do Rio de Janeiro, descreve e analisa o surgimento e gerenciamento de… (more)

Subjects/Keywords: [pt] CONFLITO; [en] CONFLICT; [pt] ALINHAMENTOS; [en] ALIGNMENTS; [pt] PARADOXOS COMUNICATIVOS; [en] COMMUNICATIVE PARADOXES; [pt] INTERACAO EM SALA DE AULA; [en] CLASSROOM INTERACTION; [pt] ENQUADRES; [en] FRAMES

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

NATHAN, M. S. (2004). [en] CONFLICTS IN THE CLASSROOM: CONSTRUCTED RELATIONSHIPS BETWEEN TEACHER AND STUDENTS IN A UNIVERSITY COURSE. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

NATHAN, MONICA SPITALNIK. “[en] CONFLICTS IN THE CLASSROOM: CONSTRUCTED RELATIONSHIPS BETWEEN TEACHER AND STUDENTS IN A UNIVERSITY COURSE.” 2004. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed August 05, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

NATHAN, MONICA SPITALNIK. “[en] CONFLICTS IN THE CLASSROOM: CONSTRUCTED RELATIONSHIPS BETWEEN TEACHER AND STUDENTS IN A UNIVERSITY COURSE.” 2004. Web. 05 Aug 2020.

Vancouver:

NATHAN MS. [en] CONFLICTS IN THE CLASSROOM: CONSTRUCTED RELATIONSHIPS BETWEEN TEACHER AND STUDENTS IN A UNIVERSITY COURSE. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2004. [cited 2020 Aug 05]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

NATHAN MS. [en] CONFLICTS IN THE CLASSROOM: CONSTRUCTED RELATIONSHIPS BETWEEN TEACHER AND STUDENTS IN A UNIVERSITY COURSE. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2004. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Muller, Catherine. Paroles sur images : Les interactions orales déclenchées par des photographies d'auteur en classe de français, langue étrangère : Talking about Visual Images : Analysis of Oral Interactions Triggered by Photographs in French as a Foreign Language Lessons.

Degree: Docteur es, Didactique des langues, cultures et civilisations nationales et étrangères, 2011, Université Sorbonne Nouvelle – Paris III

Cette étude relève de la didactique des langues, mais elle s’appuie également sur l’analyse des interactions verbales et des interactions en classe de langue, ainsi… (more)

Subjects/Keywords: Photographie; Support didactique; Enseignement-apprentissage des langues; Interactions en classe de langue; Interaction orale; Contexte pluriculturel; Photography; Course material; Foreign language learning and teaching; Foreign language classroom interactions; Oral interaction; Pluricultural context

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Muller, C. (2011). Paroles sur images : Les interactions orales déclenchées par des photographies d'auteur en classe de français, langue étrangère : Talking about Visual Images : Analysis of Oral Interactions Triggered by Photographs in French as a Foreign Language Lessons. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2011PA030107

Chicago Manual of Style (16th Edition):

Muller, Catherine. “Paroles sur images : Les interactions orales déclenchées par des photographies d'auteur en classe de français, langue étrangère : Talking about Visual Images : Analysis of Oral Interactions Triggered by Photographs in French as a Foreign Language Lessons.” 2011. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed August 05, 2020. http://www.theses.fr/2011PA030107.

MLA Handbook (7th Edition):

Muller, Catherine. “Paroles sur images : Les interactions orales déclenchées par des photographies d'auteur en classe de français, langue étrangère : Talking about Visual Images : Analysis of Oral Interactions Triggered by Photographs in French as a Foreign Language Lessons.” 2011. Web. 05 Aug 2020.

Vancouver:

Muller C. Paroles sur images : Les interactions orales déclenchées par des photographies d'auteur en classe de français, langue étrangère : Talking about Visual Images : Analysis of Oral Interactions Triggered by Photographs in French as a Foreign Language Lessons. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2011. [cited 2020 Aug 05]. Available from: http://www.theses.fr/2011PA030107.

Council of Science Editors:

Muller C. Paroles sur images : Les interactions orales déclenchées par des photographies d'auteur en classe de français, langue étrangère : Talking about Visual Images : Analysis of Oral Interactions Triggered by Photographs in French as a Foreign Language Lessons. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2011. Available from: http://www.theses.fr/2011PA030107

13. Aguilar Rio, Jose. La présentation de l'enseignement de langue étrangère : aspects relationnels et décisions interactionnelles en classe de l2. : Towards an analysis of L2 teachers' self : Teaching style, rapport and interactive decisions.

Degree: Docteur es, Didactique, 2010, Université Sorbonne Nouvelle – Paris III

Ce travail se situe à la croisée de la didactique des langues étrangères [L2], des sciences de l'éducation et de la psychologie sociale. L'hypothèse de… (more)

Subjects/Keywords: Enseignement d'une langue étrangère; Interaction en classe de langue étrangère; Discours institutionnel; Cognition des enseignants; Savoir-être enseignant; Analyse conversationnelle; Applied linguistics; Foreign language classroom interaction; Institutional talk; Teachers' cognition; Teachers' teaching know-how; Conversation analysis

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APA (6th Edition):

Aguilar Rio, J. (2010). La présentation de l'enseignement de langue étrangère : aspects relationnels et décisions interactionnelles en classe de l2. : Towards an analysis of L2 teachers' self : Teaching style, rapport and interactive decisions. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2010PA030146

Chicago Manual of Style (16th Edition):

Aguilar Rio, Jose. “La présentation de l'enseignement de langue étrangère : aspects relationnels et décisions interactionnelles en classe de l2. : Towards an analysis of L2 teachers' self : Teaching style, rapport and interactive decisions.” 2010. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed August 05, 2020. http://www.theses.fr/2010PA030146.

MLA Handbook (7th Edition):

Aguilar Rio, Jose. “La présentation de l'enseignement de langue étrangère : aspects relationnels et décisions interactionnelles en classe de l2. : Towards an analysis of L2 teachers' self : Teaching style, rapport and interactive decisions.” 2010. Web. 05 Aug 2020.

Vancouver:

Aguilar Rio J. La présentation de l'enseignement de langue étrangère : aspects relationnels et décisions interactionnelles en classe de l2. : Towards an analysis of L2 teachers' self : Teaching style, rapport and interactive decisions. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2010. [cited 2020 Aug 05]. Available from: http://www.theses.fr/2010PA030146.

Council of Science Editors:

Aguilar Rio J. La présentation de l'enseignement de langue étrangère : aspects relationnels et décisions interactionnelles en classe de l2. : Towards an analysis of L2 teachers' self : Teaching style, rapport and interactive decisions. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2010. Available from: http://www.theses.fr/2010PA030146


University of Helsinki

14. Holm, Alma. Koskettaminen kuudensien luokkien vuorovaikutuksessa.

Degree: Department of Teacher Education; Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning, 2018, University of Helsinki

Aims. Touch is a part normal human interaction, in school too. By touching, people show for example friendship and empathy to one another. Touch has… (more)

Subjects/Keywords: touching; classroom interaction; physical interaction; primary school; koskettaminen; luokkahuonevuorovaikutus; fyysinen vuorovaikutus; alakoulu; Education; Kasvatustiede; Pedagogik; touching; classroom interaction; physical interaction; primary school; koskettaminen; luokkahuonevuorovaikutus; fyysinen vuorovaikutus; alakoulu

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Holm, A. (2018). Koskettaminen kuudensien luokkien vuorovaikutuksessa. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/235723

Chicago Manual of Style (16th Edition):

Holm, Alma. “Koskettaminen kuudensien luokkien vuorovaikutuksessa.” 2018. Masters Thesis, University of Helsinki. Accessed August 05, 2020. http://hdl.handle.net/10138/235723.

MLA Handbook (7th Edition):

Holm, Alma. “Koskettaminen kuudensien luokkien vuorovaikutuksessa.” 2018. Web. 05 Aug 2020.

Vancouver:

Holm A. Koskettaminen kuudensien luokkien vuorovaikutuksessa. [Internet] [Masters thesis]. University of Helsinki; 2018. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10138/235723.

Council of Science Editors:

Holm A. Koskettaminen kuudensien luokkien vuorovaikutuksessa. [Masters Thesis]. University of Helsinki; 2018. Available from: http://hdl.handle.net/10138/235723


Pontifical Catholic University of Rio de Janeiro

15. KARIN RANGEL TERRA. [en] THE CONVERSATIONAL HUMOR IN TALK IN INTERACTION IN ENGLISH LANGUAGE CLASSES.

Degree: 2009, Pontifical Catholic University of Rio de Janeiro

[pt] O presente trabalho busca investigar o papel do humor conversacional nas interações em uma sala de aula de língua inglesa, na qual a pesquisadora… (more)

Subjects/Keywords: [pt] DISCURSO PEDAGOGICO; [en] PEDAGOGIC DISCOURSE; [pt] INTERACAO EM SALA DE AULA; [en] CLASSROOM INTERACTION; [pt] ENSINO DE LINGUA ESTRANGEIRA; [en] FOREIGN LANGUAGE TEACHING

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

TERRA, K. R. (2009). [en] THE CONVERSATIONAL HUMOR IN TALK IN INTERACTION IN ENGLISH LANGUAGE CLASSES. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

TERRA, KARIN RANGEL. “[en] THE CONVERSATIONAL HUMOR IN TALK IN INTERACTION IN ENGLISH LANGUAGE CLASSES.” 2009. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed August 05, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

TERRA, KARIN RANGEL. “[en] THE CONVERSATIONAL HUMOR IN TALK IN INTERACTION IN ENGLISH LANGUAGE CLASSES.” 2009. Web. 05 Aug 2020.

Vancouver:

TERRA KR. [en] THE CONVERSATIONAL HUMOR IN TALK IN INTERACTION IN ENGLISH LANGUAGE CLASSES. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2009. [cited 2020 Aug 05]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

TERRA KR. [en] THE CONVERSATIONAL HUMOR IN TALK IN INTERACTION IN ENGLISH LANGUAGE CLASSES. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2009. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

16. Walls, Laura. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.

Degree: Applied Linguistics, 2013, UCLA

 This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically,… (more)

Subjects/Keywords: Linguistics; Foreign language instruction; Language; classroom interaction; collaborative writing; heritage language

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APA (6th Edition):

Walls, L. (2013). Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1jh3s74t

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Walls, Laura. “Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.” 2013. Thesis, UCLA. Accessed August 05, 2020. http://www.escholarship.org/uc/item/1jh3s74t.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Walls, Laura. “Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language.” 2013. Web. 05 Aug 2020.

Vancouver:

Walls L. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. [Internet] [Thesis]. UCLA; 2013. [cited 2020 Aug 05]. Available from: http://www.escholarship.org/uc/item/1jh3s74t.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walls L. Interactions Between and Among Heritage Language Learners and Second Language Learners During Collaborative Writing Activities: How Learners Attend to Language. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/1jh3s74t

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

17. Habbal, Manal S. Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs).

Degree: PhD, EDU Teaching and Learning, 2017, The Ohio State University

 AbstractGrowing interest in Arabic language learning due to the sociopolitical climate in the United States has led to an increase in the number of Arabic… (more)

Subjects/Keywords: Education; Arabic HLLs foreign language classroom interaction perspectives education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Habbal, M. S. (2017). Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs). (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091

Chicago Manual of Style (16th Edition):

Habbal, Manal S. “Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs).” 2017. Doctoral Dissertation, The Ohio State University. Accessed August 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091.

MLA Handbook (7th Edition):

Habbal, Manal S. “Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs).” 2017. Web. 05 Aug 2020.

Vancouver:

Habbal MS. Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs). [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2020 Aug 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091.

Council of Science Editors:

Habbal MS. Classroom discourse in an Arabic foreign language classroom and the perceived benefits of interactions among learners: A case study of college-level Heritage Language Learners (HLLs) and Foreign Language Learners (FLLs). [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1494213839639091


Michigan Technological University

18. Moeller, Laura. STUDENTS’ RHETORICAL STRATEGIES IN TRANSLINGUAL ENCOUNTERS ON CAMPUS.

Degree: PhD, Department of Humanities, 2014, Michigan Technological University

  This thesis examines the ways in which linguistic minority students assert themselves as rhetorical agents when faced with the expectation of impromptu verbal responses.… (more)

Subjects/Keywords: Classroom Interaction; Composition; Inclusion; International Students; Multilingualism; Rhetoric; Communication; Education; Rhetoric

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moeller, L. (2014). STUDENTS’ RHETORICAL STRATEGIES IN TRANSLINGUAL ENCOUNTERS ON CAMPUS. (Doctoral Dissertation). Michigan Technological University. Retrieved from http://digitalcommons.mtu.edu/etds/891

Chicago Manual of Style (16th Edition):

Moeller, Laura. “STUDENTS’ RHETORICAL STRATEGIES IN TRANSLINGUAL ENCOUNTERS ON CAMPUS.” 2014. Doctoral Dissertation, Michigan Technological University. Accessed August 05, 2020. http://digitalcommons.mtu.edu/etds/891.

MLA Handbook (7th Edition):

Moeller, Laura. “STUDENTS’ RHETORICAL STRATEGIES IN TRANSLINGUAL ENCOUNTERS ON CAMPUS.” 2014. Web. 05 Aug 2020.

Vancouver:

Moeller L. STUDENTS’ RHETORICAL STRATEGIES IN TRANSLINGUAL ENCOUNTERS ON CAMPUS. [Internet] [Doctoral dissertation]. Michigan Technological University; 2014. [cited 2020 Aug 05]. Available from: http://digitalcommons.mtu.edu/etds/891.

Council of Science Editors:

Moeller L. STUDENTS’ RHETORICAL STRATEGIES IN TRANSLINGUAL ENCOUNTERS ON CAMPUS. [Doctoral Dissertation]. Michigan Technological University; 2014. Available from: http://digitalcommons.mtu.edu/etds/891


University of Edinburgh

19. Nishimura, Toshihiro. Teachers’ questioning techniques employed in Japanese senior high school’s English class and the perceptions of three Japanese English teachers.

Degree: 2012, University of Edinburgh

 Today, English education in Japanese high schools is facing a major change. The Course of Study for English in senior high schools, which has emphasised… (more)

Subjects/Keywords: questioning; classroom interaction; communication ability; senior High school; Japan

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APA (6th Edition):

Nishimura, T. (2012). Teachers’ questioning techniques employed in Japanese senior high school’s English class and the perceptions of three Japanese English teachers. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6512

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nishimura, Toshihiro. “Teachers’ questioning techniques employed in Japanese senior high school’s English class and the perceptions of three Japanese English teachers.” 2012. Thesis, University of Edinburgh. Accessed August 05, 2020. http://hdl.handle.net/1842/6512.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nishimura, Toshihiro. “Teachers’ questioning techniques employed in Japanese senior high school’s English class and the perceptions of three Japanese English teachers.” 2012. Web. 05 Aug 2020.

Vancouver:

Nishimura T. Teachers’ questioning techniques employed in Japanese senior high school’s English class and the perceptions of three Japanese English teachers. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/1842/6512.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nishimura T. Teachers’ questioning techniques employed in Japanese senior high school’s English class and the perceptions of three Japanese English teachers. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/6512

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

20. Rensburg, Cheryl Dawn. A self-reflection of my interactions, communication and relationship structures in the classroom.

Degree: MEd, Faculty of Education, 2011, Nelson Mandela Metropolitan University

 Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and… (more)

Subjects/Keywords: Interaction analysis in education; Teacher-student relationships; Classroom environment

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APA (6th Edition):

Rensburg, C. D. (2011). A self-reflection of my interactions, communication and relationship structures in the classroom. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1012587

Chicago Manual of Style (16th Edition):

Rensburg, Cheryl Dawn. “A self-reflection of my interactions, communication and relationship structures in the classroom.” 2011. Masters Thesis, Nelson Mandela Metropolitan University. Accessed August 05, 2020. http://hdl.handle.net/10948/d1012587.

MLA Handbook (7th Edition):

Rensburg, Cheryl Dawn. “A self-reflection of my interactions, communication and relationship structures in the classroom.” 2011. Web. 05 Aug 2020.

Vancouver:

Rensburg CD. A self-reflection of my interactions, communication and relationship structures in the classroom. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2011. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10948/d1012587.

Council of Science Editors:

Rensburg CD. A self-reflection of my interactions, communication and relationship structures in the classroom. [Masters Thesis]. Nelson Mandela Metropolitan University; 2011. Available from: http://hdl.handle.net/10948/d1012587

21. Hepple, Erika. Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context.

Degree: 2010, Griffith University

 This study investigates the development of teacher identity in a transnational context through an analysis of the voices of sixteen preservice teachers from Hong Kong… (more)

Subjects/Keywords: dialogic reflections; classroom interaction; transnational context; language; English; discursive practices; intercultural

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APA (6th Edition):

Hepple, E. (2010). Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context. (Thesis). Griffith University. Retrieved from http://eprints.qut.edu.au/58853/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hepple, Erika. “Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context.” 2010. Thesis, Griffith University. Accessed August 05, 2020. http://eprints.qut.edu.au/58853/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hepple, Erika. “Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context.” 2010. Web. 05 Aug 2020.

Vancouver:

Hepple E. Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context. [Internet] [Thesis]. Griffith University; 2010. [cited 2020 Aug 05]. Available from: http://eprints.qut.edu.au/58853/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hepple E. Negotiating teacher identities : dialogic reflections on classroom interaction in a transnational context. [Thesis]. Griffith University; 2010. Available from: http://eprints.qut.edu.au/58853/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

22. Mock, Jin-Sil. Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School.

Degree: PhD, Learning, Teaching and Diversity, 2018, Vanderbilt University

 Despite the strong evidence supporting discussion in the classroom, observational studies show that discussion is not a regular part of classroom instruction. This paper examined… (more)

Subjects/Keywords: academic language; academic discussion; vocabulary; discussion quality; classroom interaction

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APA (6th Edition):

Mock, J. (2018). Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-09172018-104950/ ;

Chicago Manual of Style (16th Edition):

Mock, Jin-Sil. “Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed August 05, 2020. http://etd.library.vanderbilt.edu/available/etd-09172018-104950/ ;.

MLA Handbook (7th Edition):

Mock, Jin-Sil. “Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School.” 2018. Web. 05 Aug 2020.

Vancouver:

Mock J. Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2020 Aug 05]. Available from: http://etd.library.vanderbilt.edu/available/etd-09172018-104950/ ;.

Council of Science Editors:

Mock J. Creating Opportunities for Discussion in a Seventh Grade ELA/Social Studies Classroom in an Urban Middle School. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-09172018-104950/ ;


Virginia Tech

23. Viren, Vejoya. Making meaning of conflict: A qualitative inquiry in two preschool classrooms.

Degree: PhD, Human Development, 2003, Virginia Tech

 This qualitative study was conducted to examine the phenomenon of conflict as a relational process as it is played out in the natural settings of… (more)

Subjects/Keywords: conflict; classroom culture; preschool; interaction

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Viren, V. (2003). Making meaning of conflict: A qualitative inquiry in two preschool classrooms. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27526

Chicago Manual of Style (16th Edition):

Viren, Vejoya. “Making meaning of conflict: A qualitative inquiry in two preschool classrooms.” 2003. Doctoral Dissertation, Virginia Tech. Accessed August 05, 2020. http://hdl.handle.net/10919/27526.

MLA Handbook (7th Edition):

Viren, Vejoya. “Making meaning of conflict: A qualitative inquiry in two preschool classrooms.” 2003. Web. 05 Aug 2020.

Vancouver:

Viren V. Making meaning of conflict: A qualitative inquiry in two preschool classrooms. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10919/27526.

Council of Science Editors:

Viren V. Making meaning of conflict: A qualitative inquiry in two preschool classrooms. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/27526


University of Illinois – Chicago

24. Palvarini, Matteo. RoomCast: an Authoring Environment and Runtime System for Classroom Orchestration of Digital Resources.

Degree: 2016, University of Illinois – Chicago

 Modern whole class collectivist pedagogies focus on the development of community knowledge through activities in which young learners engage in collaborative inquiry over multi-week instructional… (more)

Subjects/Keywords: roomcast; classroom; orchestration; learning technologies; human-computer interaction

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APA (6th Edition):

Palvarini, M. (2016). RoomCast: an Authoring Environment and Runtime System for Classroom Orchestration of Digital Resources. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20979

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Palvarini, Matteo. “RoomCast: an Authoring Environment and Runtime System for Classroom Orchestration of Digital Resources.” 2016. Thesis, University of Illinois – Chicago. Accessed August 05, 2020. http://hdl.handle.net/10027/20979.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Palvarini, Matteo. “RoomCast: an Authoring Environment and Runtime System for Classroom Orchestration of Digital Resources.” 2016. Web. 05 Aug 2020.

Vancouver:

Palvarini M. RoomCast: an Authoring Environment and Runtime System for Classroom Orchestration of Digital Resources. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10027/20979.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Palvarini M. RoomCast: an Authoring Environment and Runtime System for Classroom Orchestration of Digital Resources. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20979

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat Autònoma de Barcelona

25. Evnitskaya, Natalia. Talking science in a second language The interactional co-construction of dialogic explanations in the CLIL science classroom.

Degree: Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials, 2012, Universitat Autònoma de Barcelona

 This case study adopts an exploratory, interpretive and holistic qualitative methodology in order to examine and portray the interactional process of the co-construction of academic… (more)

Subjects/Keywords: CLIL; Dialogic expalnation; Classroom interaction; Ciències Socials; 37

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APA (6th Edition):

Evnitskaya, N. (2012). Talking science in a second language The interactional co-construction of dialogic explanations in the CLIL science classroom. (Thesis). Universitat Autònoma de Barcelona. Retrieved from http://hdl.handle.net/10803/129640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Evnitskaya, Natalia. “Talking science in a second language The interactional co-construction of dialogic explanations in the CLIL science classroom.” 2012. Thesis, Universitat Autònoma de Barcelona. Accessed August 05, 2020. http://hdl.handle.net/10803/129640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Evnitskaya, Natalia. “Talking science in a second language The interactional co-construction of dialogic explanations in the CLIL science classroom.” 2012. Web. 05 Aug 2020.

Vancouver:

Evnitskaya N. Talking science in a second language The interactional co-construction of dialogic explanations in the CLIL science classroom. [Internet] [Thesis]. Universitat Autònoma de Barcelona; 2012. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10803/129640.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Evnitskaya N. Talking science in a second language The interactional co-construction of dialogic explanations in the CLIL science classroom. [Thesis]. Universitat Autònoma de Barcelona; 2012. Available from: http://hdl.handle.net/10803/129640

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Exeter

26. Fan, Xuying. Teacher cognition of thinking skills in Chinese primary EFL classrooms.

Degree: PhD, 2017, University of Exeter

 Extensive attention is given to the significance of promoting thinking skills in education. However, very little research has attempted to explore EFL (English as a… (more)

Subjects/Keywords: Thinking skills; Teacher cognition; Classroom interaction; EFL education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fan, X. (2017). Teacher cognition of thinking skills in Chinese primary EFL classrooms. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/33398

Chicago Manual of Style (16th Edition):

Fan, Xuying. “Teacher cognition of thinking skills in Chinese primary EFL classrooms.” 2017. Doctoral Dissertation, University of Exeter. Accessed August 05, 2020. http://hdl.handle.net/10871/33398.

MLA Handbook (7th Edition):

Fan, Xuying. “Teacher cognition of thinking skills in Chinese primary EFL classrooms.” 2017. Web. 05 Aug 2020.

Vancouver:

Fan X. Teacher cognition of thinking skills in Chinese primary EFL classrooms. [Internet] [Doctoral dissertation]. University of Exeter; 2017. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10871/33398.

Council of Science Editors:

Fan X. Teacher cognition of thinking skills in Chinese primary EFL classrooms. [Doctoral Dissertation]. University of Exeter; 2017. Available from: http://hdl.handle.net/10871/33398

27. Stone, Paul David. An investigation into multimodal identity construction in the EFL classroom : a social and cultural viewpoint.

Degree: PhD, 2017, University of Exeter

 In communicative and task-based classrooms learners spend much of their time in interactions with one another, and it is through the practices of small-group and… (more)

Subjects/Keywords: 428.0071; EFL; Classroom interaction; Identity; Multimodal discourse analysis; Conversation Analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stone, P. D. (2017). An investigation into multimodal identity construction in the EFL classroom : a social and cultural viewpoint. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/31208

Chicago Manual of Style (16th Edition):

Stone, Paul David. “An investigation into multimodal identity construction in the EFL classroom : a social and cultural viewpoint.” 2017. Doctoral Dissertation, University of Exeter. Accessed August 05, 2020. http://hdl.handle.net/10871/31208.

MLA Handbook (7th Edition):

Stone, Paul David. “An investigation into multimodal identity construction in the EFL classroom : a social and cultural viewpoint.” 2017. Web. 05 Aug 2020.

Vancouver:

Stone PD. An investigation into multimodal identity construction in the EFL classroom : a social and cultural viewpoint. [Internet] [Doctoral dissertation]. University of Exeter; 2017. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/10871/31208.

Council of Science Editors:

Stone PD. An investigation into multimodal identity construction in the EFL classroom : a social and cultural viewpoint. [Doctoral Dissertation]. University of Exeter; 2017. Available from: http://hdl.handle.net/10871/31208


University of Gothenburg / Göteborgs Universitet

28. Åberg, Mikaela. Doing project work: The interactional organization of tasks, resources, and instructions.

Degree: 2015, University of Gothenburg / Göteborgs Universitet

 In the Swedish educational system, there is a strong emphasis on student autonomy, active knowledge seeking, and critical reflection. Students regularly work individually or in… (more)

Subjects/Keywords: classroom interaction; tasks; resources; instructions; ethnomethodology; conversation analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Åberg, M. (2015). Doing project work: The interactional organization of tasks, resources, and instructions. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/40716

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Åberg, Mikaela. “Doing project work: The interactional organization of tasks, resources, and instructions.” 2015. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed August 05, 2020. http://hdl.handle.net/2077/40716.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Åberg, Mikaela. “Doing project work: The interactional organization of tasks, resources, and instructions.” 2015. Web. 05 Aug 2020.

Vancouver:

Åberg M. Doing project work: The interactional organization of tasks, resources, and instructions. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. [cited 2020 Aug 05]. Available from: http://hdl.handle.net/2077/40716.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Åberg M. Doing project work: The interactional organization of tasks, resources, and instructions. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. Available from: http://hdl.handle.net/2077/40716

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Utah State University

29. Talbot, JenneLyn. An Investigation of the Interaction of Beliefs and Behaviors in the Classroom.

Degree: PhD, School of Teacher Education and Leadership, 2014, Utah State University

  This project emerged from previous research on beliefs, influences on behaviors, and beliefs interaction with reform. Previous research stated connections existed between teacher beliefs… (more)

Subjects/Keywords: An Investigation; Interaction of Beliefs; Behaviors in the Classroom; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Talbot, J. (2014). An Investigation of the Interaction of Beliefs and Behaviors in the Classroom. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4017

Chicago Manual of Style (16th Edition):

Talbot, JenneLyn. “An Investigation of the Interaction of Beliefs and Behaviors in the Classroom.” 2014. Doctoral Dissertation, Utah State University. Accessed August 05, 2020. https://digitalcommons.usu.edu/etd/4017.

MLA Handbook (7th Edition):

Talbot, JenneLyn. “An Investigation of the Interaction of Beliefs and Behaviors in the Classroom.” 2014. Web. 05 Aug 2020.

Vancouver:

Talbot J. An Investigation of the Interaction of Beliefs and Behaviors in the Classroom. [Internet] [Doctoral dissertation]. Utah State University; 2014. [cited 2020 Aug 05]. Available from: https://digitalcommons.usu.edu/etd/4017.

Council of Science Editors:

Talbot J. An Investigation of the Interaction of Beliefs and Behaviors in the Classroom. [Doctoral Dissertation]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/4017


Pontifical Catholic University of Rio de Janeiro

30. GISELLE REZNIK WAJSBROT ZLOT. [en] CHILDREN, ADULTS AND THE INTERACTIONS AT SCHOOL: ENCOUNTERS IN EVERYDAY LIFE.

Degree: 2012, Pontifical Catholic University of Rio de Janeiro

[pt] Esta dissertação, realizada em uma escola particular do município do Rio de Janeiro, tem o objetivo de estudar as interações entre os sujeitos, tanto… (more)

Subjects/Keywords: [pt] CONHECIMENTO; [en] KNOWLEDGE; [pt] COLABORACAO; [en] COLLABORATION; [en] INTERACTION

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

ZLOT, G. R. W. (2012). [en] CHILDREN, ADULTS AND THE INTERACTIONS AT SCHOOL: ENCOUNTERS IN EVERYDAY LIFE. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

ZLOT, GISELLE REZNIK WAJSBROT. “[en] CHILDREN, ADULTS AND THE INTERACTIONS AT SCHOOL: ENCOUNTERS IN EVERYDAY LIFE.” 2012. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed August 05, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

ZLOT, GISELLE REZNIK WAJSBROT. “[en] CHILDREN, ADULTS AND THE INTERACTIONS AT SCHOOL: ENCOUNTERS IN EVERYDAY LIFE.” 2012. Web. 05 Aug 2020.

Vancouver:

ZLOT GRW. [en] CHILDREN, ADULTS AND THE INTERACTIONS AT SCHOOL: ENCOUNTERS IN EVERYDAY LIFE. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2012. [cited 2020 Aug 05]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

ZLOT GRW. [en] CHILDREN, ADULTS AND THE INTERACTIONS AT SCHOOL: ENCOUNTERS IN EVERYDAY LIFE. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2012. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

[1] [2] [3] [4] [5] … [1794]

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