標題: Titlebook: Children‘s Voices; Talk, Knowledge and Janet Maybin Book 2006 Palgrave Macmillan, a division of Macmillan Publishers Limited 2006 evaluati [打印本頁] 作者: Hypothesis 時間: 2025-3-21 17:25
書目名稱Children‘s Voices影響因子(影響力)
書目名稱Children‘s Voices影響因子(影響力)學科排名
書目名稱Children‘s Voices網(wǎng)絡(luò)公開度
書目名稱Children‘s Voices網(wǎng)絡(luò)公開度學科排名
書目名稱Children‘s Voices被引頻次
書目名稱Children‘s Voices被引頻次學科排名
書目名稱Children‘s Voices年度引用
書目名稱Children‘s Voices年度引用學科排名
書目名稱Children‘s Voices讀者反饋
書目名稱Children‘s Voices讀者反饋學科排名
作者: 花爭吵 時間: 2025-3-22 00:06 作者: 檔案 時間: 2025-3-22 01:07 作者: TAIN 時間: 2025-3-22 05:12
https://doi.org/10.1007/978-3-662-25101-0 In the course of relating an experience, arguing a point or giving an explanation they frequently reproduced the words of parents, teachers, friends and other people in their lives. Why is this kind of recreated dialogue, like Michelle’s quoting of the boy’s voice in the example above, such a ubiqu作者: Inscrutable 時間: 2025-3-22 10:35 作者: Juvenile 時間: 2025-3-22 15:30
https://doi.org/10.1007/978-3-319-41273-3. Children used these narratives to present and reflect on themselves and their experience and they also had the time and space in the interviews to explore questions that concerned them, at some length. Building on the discussion about reported voices and narrative in Chapters 4 and 5 and focussing作者: Juvenile 時間: 2025-3-22 17:06
https://doi.org/10.1007/978-3-662-48912-3s 5 and 6 I looked at how reported voices can be animated within the dialogues in children’s narratives. In this chapter 1 now focus on another kind of voice reproduction in children’s ongoing talk, where they take on a voice and reproduce it almost as if it were their own. I suggested in Chapter 6 作者: 尖 時間: 2025-3-22 21:14 作者: offense 時間: 2025-3-23 05:13 作者: Malfunction 時間: 2025-3-23 08:27 作者: 光滑 時間: 2025-3-23 09:51
Digital RBF Neural Network Control,In this Introduction I explain the focus of the book, introduce my theoretical approach to analysing children’s talk and provide an outline of the individual chapters.作者: Spangle 時間: 2025-3-23 14:22
Introduction,In this Introduction I explain the focus of the book, introduce my theoretical approach to analysing children’s talk and provide an outline of the individual chapters.作者: 碎石頭 時間: 2025-3-23 20:09
http://image.papertrans.cn/c/image/225294.jpg作者: Mnemonics 時間: 2025-3-24 01:41
Book 2006Janet Maybin investigates how 10-12 year-olds use talk and literacy to construct knowledge about their social worlds and themselves. She shows how children use collaborative verbal strategies, stories of personal experience and the reworked voices of others to investigate the moral order and forge their own identities.作者: FAZE 時間: 2025-3-24 04:51
https://doi.org/10.1057/9780230511958evaluation; identity; socialisation作者: 郊外 時間: 2025-3-24 10:14
978-1-4039-3331-7Palgrave Macmillan, a division of Macmillan Publishers Limited 2006作者: 特別容易碎 時間: 2025-3-24 13:56
https://doi.org/10.1007/978-3-7908-1826-0t permeates across turns. Rather than listening to someone else and then responding, the children’s talk was much more overlapping, fragmented and recursive. They often completed each other’s utterances, repeated and took over each other’s voices and quoted voices from elsewhere.作者: depreciate 時間: 2025-3-24 17:47
https://doi.org/10.1007/978-3-662-25101-0e on to examine examples from their talk where the boundaries between the speaker and the voices they are reproducing are less clear-cut and other voices appear to merge with the children’s own. These four chapters provide the heart of my argument about the crucial role of reported and appropriated 作者: 現(xiàn)任者 時間: 2025-3-24 22:53 作者: Osteons 時間: 2025-3-24 23:11 作者: 赦免 時間: 2025-3-25 04:09
Dialogue and Collaboration: Girls and Boys,t permeates across turns. Rather than listening to someone else and then responding, the children’s talk was much more overlapping, fragmented and recursive. They often completed each other’s utterances, repeated and took over each other’s voices and quoted voices from elsewhere.作者: 托人看管 時間: 2025-3-25 08:23
Reported Voices and Evaluation,e on to examine examples from their talk where the boundaries between the speaker and the voices they are reproducing are less clear-cut and other voices appear to merge with the children’s own. These four chapters provide the heart of my argument about the crucial role of reported and appropriated 作者: 總 時間: 2025-3-25 14:32 作者: Glutinous 時間: 2025-3-25 15:58
Official and Unofficial Literacies,signing value and significance to various texts, official and unofficial, in different contexts throughout the school. Understanding what was going on in the talk I recorded, therefore, entailed understanding its role in the literacy activities which filled children’s days and served to organise tim作者: CHASE 時間: 2025-3-25 20:28
Setting the Scene,y, I set out my conceptual framework for the analysis of children’s communicative practices, explaining my shift from initial rather static ideas about the relationships between talk, context and identity to more dynamic conceptualisations of dialogue contextualisation and the emergence of identify through social practice.作者: fleeting 時間: 2025-3-26 02:47
https://doi.org/10.1007/978-3-642-19337-8tions. This talk between children, as well as their talk with adults, is an important site for children’s acquisition of knowledge, their socialisation and their development as particular kinds of people.作者: 名詞 時間: 2025-3-26 06:29
Conclusion,tions. This talk between children, as well as their talk with adults, is an important site for children’s acquisition of knowledge, their socialisation and their development as particular kinds of people.作者: 木質(zhì) 時間: 2025-3-26 10:21 作者: 織物 時間: 2025-3-26 15:50 作者: Pulmonary-Veins 時間: 2025-3-26 20:02
,Articulating Dialogue: Agency and Gender in Children’s Anecdotes,rrator’s use of reported voices and presentation of self. In Chapter 6, I shall look at the longer stories children told in the course of their interviews, which provided a more extended space for the exploration of moral issues. Questions about personal agency and gender identification run through both chapters.作者: 項目 時間: 2025-3-27 00:27
Schooled Voices,from her father’s and the only reason we know she has taken on his voice is because she tells us. On another occasion, Linda similarly retrospectively acknowledges her appropriation of a phrase from Mrs. Kilbride when Mr. Sinclair, who is covering the class in Mrs. Kilbride’s absence, asks her what the contour lines mean on a map:作者: 冥界三河 時間: 2025-3-27 04:45 作者: 油膏 時間: 2025-3-27 08:23
ws how children use collaborative verbal strategies, stories of personal experience and the reworked voices of others to investigate the moral order and forge their own identities.978-1-4039-3331-7978-0-230-51195-8作者: Compatriot 時間: 2025-3-27 13:07
Robert J. Howlett,Lakhmi C. Jaino spot cues pointing to the response that was required. Unusually, in the quotation above, Miss Potts’ pupils were initially nonplussed by her final question because a ., would sound defiant, while a . would suggest they expected her to clear up their mess.作者: 國家明智 時間: 2025-3-27 15:39 作者: blithe 時間: 2025-3-27 17:49 作者: 發(fā)源 時間: 2025-3-28 01:53
Context, Genre and Frames,ils are used to responding to their teacher’s questions and then having their answers evaluated by her. The children I recorded were generally quick to spot cues pointing to the response that was required. Unusually, in the quotation above, Miss Potts’ pupils were initially nonplussed by her final q作者: 1分開 時間: 2025-3-28 03:33 作者: 緯線 時間: 2025-3-28 08:24 作者: Hangar 時間: 2025-3-28 13:43 作者: 膠水 時間: 2025-3-28 16:59
Narrative Reflections and Moral Complexities,. Children used these narratives to present and reflect on themselves and their experience and they also had the time and space in the interviews to explore questions that concerned them, at some length. Building on the discussion about reported voices and narrative in Chapters 4 and 5 and focussing作者: 神圣不可 時間: 2025-3-28 21:47
Schooled Voices,s 5 and 6 I looked at how reported voices can be animated within the dialogues in children’s narratives. In this chapter 1 now focus on another kind of voice reproduction in children’s ongoing talk, where they take on a voice and reproduce it almost as if it were their own. I suggested in Chapter 6 作者: probate 時間: 2025-3-28 23:58
Official and Unofficial Literacies,classroom lives of the children I studied revolved around reading and writing and their interactions with print were nearly always mediated through talk. Teachers set up how reading and writing tasks should be done through talk and children often negotiated these tasks through talk amongst themselve作者: 實現(xiàn) 時間: 2025-3-29 05:18 作者: Barter 時間: 2025-3-29 09:15
9樓作者: neutral-posture 時間: 2025-3-29 14:49
9樓作者: 可觸知 時間: 2025-3-29 19:17
10樓作者: 鎮(zhèn)痛劑 時間: 2025-3-29 22:49
10樓作者: obeisance 時間: 2025-3-30 02:01
10樓作者: guardianship 時間: 2025-3-30 07:39
10樓
