商品簡介
Seeking to make more transparent theoretical perspectives' influence on research and its outcomes, Cole (State U. of New York, Fredonia) and Zuengler (U. of Wisconsin, Madison) present five studies by classroom discourse researchers analyzing data from a high school biology class project in a low-achieving school from " a community of practice" model of learning, critical narrative inquiry, and other viewpoints. The editors discuss issues of reliability and validity and the study's implications for engaging students in learning. The book contains project illustrative conversation excerpts and transcription conventions used in conversation analysis. Annotation c2008 Book News, Inc., Portland, OR (booknews.com)
