Teacher Strategies in Dyadic CommunicationFootnote∗
∗ The research reported in this paper was supported by grant 2229/1 from the Social Science Research Council (U.K.), awarded to Professor Peter Mittler and the senior author.

Paul Berry Schonell Educational Research Centre, University of Queensland

Philip Conn Hester Adrian Research Centre, University of Manchester

∗ The research reported in this paper was supported by grant 2229/1 from the Social Science Research Council (U.K.), awarded to Professor Peter Mittler and the senior author.

Notes

∗ The research reported in this paper was supported by grant 2229/1 from the Social Science Research Council (U.K.), awarded to Professor Peter Mittler and the senior author.

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Teacher Strategies in Dyadic CommunicationFootnote∗
∗ The research reported in this paper was supported by grant 2229/1 from the Social Science Research Council (U.K.), awarded to Professor Peter Mittler and the senior author.

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Teacher Strategies in Dyadic CommunicationFootnote∗∗ The research reported in this paper was supported by grant 2229/1 from the Social Science Research Council (U.K.), awarded to Professor Peter Mittler and the senior author.

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Teacher Strategies in Dyadic CommunicationFootnote∗
∗ The research reported in this paper was supported by grant 2229/1 from the Social Science Research Council (U.K.), awarded to Professor Peter Mittler and the senior author.