“Low Ability,” Participation, and Identity in Dialogic Pedagogy
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DOI: 10.3102/0002831217730010
Abstract: Teachers are increasingly called on to use dialogic teaching practices to engage active pupil participation in academically challenging classroom discourse. Such practices are in tension with commonly held beliefs about pupil ability as fixed and/or… read more here.
Keywords: ability; low ability; dialogic pedagogy; ability participation ... See more keywords