Producing and closing down multiple-response sequences during whole-class talk in an early years classroom

Christina DavidsonSchool of Education, Charles Sturt University, Wagga Wagga, AustraliaCorrespondence[email protected]

http://orcid.org/0000-0003-2333-2924 View further author information

Christine Edwards-GrovesSchool of Education, Charles Sturt University, Wagga Wagga, Australia

http://orcid.org/0000-0002-3527-9756 View further author information

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Christina Davidson & Christine Edwards-Groves. (2023) “But once I did it, it was incredible”: practitioner action researchers’ experiences of transcription and using transcripts. Educational Action Research 0:0, pages 1-16.
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Ruey-Ying Liu. (2022) Guiding Children to Respond: Prioritizing Children’s Participation Over Interaction Progression. Research on Language and Social Interaction 55:2, pages 184-202.
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Articles from other publishers (3)

Anne Kultti. (2023) Extended dialogues in establishing children-teacher play: The pattern of initiation–challenge–extension (ICE). Journal of Early Childhood Research 21:4, pages 510-523.
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Qingtang Liu, Xinxin Zheng, Yaoyao Liu, Linjing Wu, Si Zhang, Ni Zhang & Qiyun Wang. (2023) Exploration of the characteristics of teachers' multimodal behaviours in problem‐oriented teaching activities with different response levels. British Journal of Educational Technology.
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Ruiguo Cui & Peter Teo. (2023) Thinking through talk: Using dialogue to develop students’ critical thinking. Teaching and Teacher Education 125, pages 104068.
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Producing and closing down multiple-response sequences during whole-class talk in an early years classroom

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Producing and closing down multiple-response sequences during whole-class talk in an early years classroom

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