| LDR | | 02633nam u200457 4500 |
| 001 | | 000000421243 |
| 005 | | 20190215165145 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438031401 |
| 035 | |
▼a (MiAaPQ)AAI10791086 |
| 035 | |
▼a (MiAaPQ)umn:19086 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 378 |
| 100 | 1 |
▼a Rosheim, Kay Carpenter. |
| 245 | 14 |
▼a The Quiet Continuum: Listening and Learning from Quiet Students in the Classroom. |
| 260 | |
▼a [S.l.]:
▼b University of Minnesota.,
▼c 2018. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2018. |
| 300 | |
▼a 114 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A. |
| 500 | |
▼a Adviser: Lori Helman. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Minnesota, 2018. |
| 520 | |
▼a The institution of schooling can be an anxiety provoking space for some students (Reda, 2009 |
| 520 | |
▼a Teachers are in the unique position of being able to observe students' variations in interactional styles on a daily basis. Acknowledging the numerous ways students engage in class beyond verbal responding is crucial to supporting their success. |
| 520 | |
▼a A limited amount of scholarly research exists on this topic (e.g. Schultz, 2009, Reda, 2007, 2009, 2010) |
| 520 | |
▼a My first study, a year-long action research conducted in a sixth grade classroom, I aimed to learn how my quiet students mediated their thinking through other means beyond speech and how I could support the development of their positive learner |
| 520 | |
▼a My second study was a two-year longitudinal case study that focused on a student, Tina, positioned as a selective speaker. The article I wrote based on this study describes our learning journey during those two years, focusing on the communicati |
| 520 | |
▼a Understanding the role of silence in the classroom is a complex process. By taking an inquiry stance to understand why students are being quiet, teachers can learn how students engage and participate in learning (Schultz, 2010). |
| 590 | |
▼a School code: 0130. |
| 650 | 4 |
▼a Higher education. |
| 650 | 4 |
▼a Special education. |
| 690 | |
▼a 0745 |
| 690 | |
▼a 0529 |
| 710 | 20 |
▼a University of Minnesota.
▼b Education, Curriculum and Instruction. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-10A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0130 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997620
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a ***1012033 |