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Högljudda och tysta elever. (Norwegian)
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- Author(s): ROSVALL, PER-ÅKE
- Source:
Nordic Studies in Education; 2013, Vol. 33 Issue 1, p63-76, 14p- Subject Terms:
- Source:
- Additional Information
- Abstract: This article draws upon an ethnographic analysis of classroom talk in a first year upper secondary Social Science class. It was noted that some students said that they were more silent in upper secondary school compared to secondary school and that in the transition between schools classroom talk became problematic and marginalising for them. This was for girls mainly, but also for some boys. The stronger classification of subject knowledge and enhanced pace of instruction worked as obstacles for girls' and some boys' participation in classroom talk In the article this is suggested have marginalised them and favoured boys of average ability. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Nordic Studies in Education is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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