The authority of ideas: How students become influential in linguistically heterogeneous small group discussions

Jennifer M. Langer-Osuna

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The objective of this poster is to explain how students in a linguistically heterogeneous classroom became influential during small group mathematical discussions. In particular, the study focuses on the role of the teacher on: (1) the perceived merit of students' contributions; and students' (2) position of intellectual authority; (3) access to the conversational floor; and (4) access to interactional space. This analysis extends our understanding of equitable classrooms to consider interactional dimensions of student influence.

Original languageEnglish
Title of host publication10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings
Pages547-548
Number of pages2
Volume2
StatePublished - Dec 1 2012
Externally publishedYes
Event10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Sydney, NSW, Australia
Duration: Jul 2 2012Jul 6 2012

Other

Other10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012
CountryAustralia
CitySydney, NSW
Period7/2/127/6/12

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ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Langer-Osuna, J. M. (2012). The authority of ideas: How students become influential in linguistically heterogeneous small group discussions. In 10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings (Vol. 2, pp. 547-548)