Interactional role negotiation among co-facilitators in an online design workshop

References

• Antaki, C., M. Billig, D. Edwards, and J. Potter. 2003. “Discourse Analysis Means Doing Analysis: A Critique of Six Analytic Shortcomings.” Discourse Analysis Online 1 (1). https://repository.lboro.ac.uk/articles/journal_contribution/Discourse_analysis_means_doing_analysis_a_critique_of_six_analytic_shortcomings/9473747
   Google Scholar
• Asmuß, B., and S. Oshima. 2012. “Negotiation of Entitlement in Proposal Sequences.” Discourse Studies 14 (1): 67–86. doi:10.1177/1461445611427215.
   Web of Science ®Google Scholar
• Brendle, J., R. Lock, and K. Piazza. 2017. “A Study of Co-Teaching Identifying Effective Implementation Strategies.” International Journal of Special Education 32 (3): 538–550.
   Web of Science ®Google Scholar
• Chizhik, E. W., and R. R. Brandon. 2020. “Making Virtual Co-Teaching Work in a COVID-19 Environment.” Issues in Teacher Education 29: 142–148.
   Google Scholar
• Cook, L., and M. Friend. 1995. “Co-Teaching: Guidelines for Creating Effective Practices.” Focus on Exceptional Children 28 (3): 1–16. doi:10.17161/fec.v28i3.6852.
   Web of Science ®Google Scholar
• Craven, A., and J. Potter. 2010. “Directives: Entitlement and Contingency in Action.” Discourse Studies 12 (4): 419–442. doi:10.1177/1461445610370126.
   Web of Science ®Google Scholar
• Cremin, T., and S. Baker. 2010. “Exploring Teacher-Writer Identities in the Classroom: Conceptualising the Struggle.” English Teaching: Practice & Critique 9 (3): 8–25. doi:10.1111/j.1468-5914.1990.tb00174.x.
   Web of Science ®Google Scholar
• Curl, T. S., and P. Drew. 2008. “Contingency and Action: A Comparison of Two Forms of Requesting.” Research on Language and Social Interaction 41 (2): 129–153. doi:10.1080/08351810802028613.
   Web of Science ®Google Scholar
• Davies, B., and R. Harré. 1990. “Positioning: The Discursive Production of Selves.” Journal for the Theory of Social Behaviour 20 (1): 43–63. doi:10.1111/j.1468-5914.1990.tb00174.x.
   Web of Science ®Google Scholar
• Davies, B., and R. Harré. 1999. “Positioning and Personhood.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré and L. von Langenhove, 32–52. Oxford: Wiley-Blackwell.
   Google Scholar
• Fluijt, D., C. Bakker, and E. Struyf. 2016. “Team-Reflection: The Missing Link in Co-Teaching Teams.” European Journal of Special Needs Education 31 (2): 187–201. doi:10.1080/08856257.2015.1125690.
   Web of Science ®Google Scholar
• Friend, M. 2008. “Co-Teaching: A Simple Solution That Isn’t Simple After All.” Journal of Curriculum and Instruction 2 (2): 9–19. doi:10.3776/JOCI.2008.V2I2P9-19.
   Google Scholar
• Friend, M., and L. Cook. 1992. Interactions: Collaboration Skills for School Professionals. White Plains, NY: Longman Publishing.
   Google Scholar
• Friend, M., and L. Cook. 2007. “Co-Teaching.” Educational Leadership 64 (5): 48–52.
   Web of Science ®Google Scholar
• Friend, M., L. Cook, D. Hurley-Chamberlain, and C. Shamberger. 2010. “Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education.” Journal of Educational & Psychological Consultation 20 (1): 9–27. doi:10.1080/10474410903535380.
   Web of Science ®Google Scholar
• Goffman, E. 1981. Forms of Talk. United States: University of Pennsylvania Press, Incorporated.
   Google Scholar
• Goldman, S., and M. B. Zielezinski. 2021. Design Thinking for Every Classroom: A Practical Guide for Educators. New York: Routledge. doi:10.4324/9780429273421.
   Google Scholar
• Green, J. L., C. Brock, W. D. Baker, and P. Harris. 2020. “Positioning Theory and Discourse Analysis: An Explanatory Theory and Analytic Lens.” In Handbook of the Cultural Foundations of Learning, edited by N. S. Nasir, C. D. Lee, R. Pea, and M. M. de Royston, 119–140. New York: Routledge. doi:10.4324/9780203774977-9.
   Google Scholar
• Hall, R., and R. Stevens. 2015. “Interaction Analysis Approaches to Knowledge in Use.” In Knowledge and Interaction, edited by A. A. diSessa, M. Levin, and J. S. B. Nathaniel, 88–124. New York: Routledge.
   Google Scholar
• Härkki, T., H. Vartiainen, P. Seitamaa-Hakkarainen, and K. Hakkarainen. 2021. “Co-Teaching in Non-Linear Projects: A Contextualised Model of Co-Teaching to Support Educational Change.” Teaching and Teacher Education 97: 103–188. doi:10.1016/j.tate.2020.103188.
   Web of Science ®Google Scholar
• Harré, R. 2011. “Foreword.” In Sociocultural Positioning in Literacy, edited by M. B. McVee, C. H. Brock, and J. A. Glazier, ix–xi. Cresskill, NJ: Hampton Press.
   Google Scholar
• Harré, R. 2012. “Positioning Theory: Moral Dimensions of Social-cultural Psychology.” In The Oxford Handbook of Culture and Psychology, edited by J. Valsiner, 191–206. New York: Oxford University.
   Google Scholar
• Harré, R., and L. van Langenhove. 1999. “The Dynamics of Social Episodes.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré and L. von Langenhove, 1–14. Oxford: Wiley-Blackwell.
   Google Scholar
• Hasso Plattner Institute of Design. 2013. “D.School Bootcamp Bootleg.” http://dschool.stanford.edu/wp-content/uploads/2013/10/METHODCARDS-v3-slim.pdf
   Google Scholar
• Heinemann, T. 2006. “‘Will You or Can’t you?’: Displaying Entitlement in Interrogative Requests.” Journal of Pragmatics 38 (7): 1081–1104. doi:10.1016/j.pragma.2005.09.013.
   Web of Science ®Google Scholar
• Hennessy Elliott, C. 2020. “‘Run It Through me:’ Positioning, Power, and Learning on a High School Robotics Team.” Journal of the Learning Sciences 29 (4–5): 598–641. doi:10.1080/10508406.2020.1770763.
   Web of Science ®Google Scholar
• Järvelä, S., and A. F. Hadwin. 2013. “New Frontiers: Regulating Learning in CSCL.” Educational Psychologist 48 (1): 25–39. doi:10.1080/00461520.2012.748006.
   Web of Science ®Google Scholar
• Jordan, B., and A. Henderson. 1995. “Interaction Analysis: Foundations and Practice.” Journal of the Learning Sciences 4 (1): 39–103. doi:10.1207/s15327809jls0401_2.
   Web of Science ®Google Scholar
• Kayi-Aydar, H. 2021. “A Framework for Positioning Analysis: From Identifying to Analyzing (Pre) Positions in Narrated Story Lines.” System 102: 1–9. doi:10.1016/j.system.2021.102600.
   Web of Science ®Google Scholar
• Kayi-Aydar, H., and E. R. Miller. 2018. “Positioning in Classroom Discourse Studies: A State-Of-The-Art Review.” Classroom Discourse 9 (2): 79–94. doi:10.1080/19463014.2018.1450275.
   Web of Science ®Google Scholar
• Kirrane, M., M. Breen, and C. O’Connor. 2018. “A Qualitative Investigation of the Origins of Excessive Work Behaviour.” Journal of Occupational and Organizational Psychology 91 (2): 235–260. doi:10.1111/joop.12203.
   Web of Science ®Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
   Google Scholar
• Leander, K. M. 2004. “‘They Took Out the Wrong Context’: Uses of Time‐Space in the Practice of Positioning.” Ethos 32 (2): 188–213. doi:10.1525/eth.2004.32.2.188.
   Web of Science ®Google Scholar
• Mastropieri, M. A., T. E. Scruggs, J. Graetz, J. Norland, W. Gardizi, and K. Mcduffie. 2005. “Case Studies in Co-Teaching in the Content Areas: Successes, Failures, and Challenges.” Intervention in School and Clinic 40 (5): 260–270. doi:10.1177/10534512050400050201.
   Web of Science ®Google Scholar
• Maynard, D. W. 1984. Inside Plea Bargaining: The Language of Negotiation. New York: Plenum. doi:10.1007/978-1-4899-0372-3.
   Google Scholar
• McCormick, L., M. Jo Noonan, V. Ogata, and R. Heck. 2001. “Co-Teacher Relationship and Program Quality: Implications for Preparing Teachers for Inclusive Preschool Settings.” Education and Training in Mental Retardation and Developmental Disabilities 36 (2): 119–132.
   Google Scholar
• McVee, M. B., K. S. Haq, N. Barrett, K. N. Silvestri, and L. E. Shanahan. 2019. “The Positioning Theory Diamond as Analytic Tool to Examine Multimodal Social Interaction in an Engineering Club.” Papers on Social Representations 28 (1): 7–1.
   Web of Science ®Google Scholar
• Melasalmi, A., and J. Husu. 2019. “Shared Professional Agency in Early Childhood Education: An In-Depth Study of Three Teams.” Teaching and Teacher Education 84: 83–94. doi:10.1016/j.tate.2019.05.002.
   Web of Science ®Google Scholar
• Moghaddam, F. M. 1999. “Reflexive Positioning: Culture and Private Discourse.” In Positioning Theory: Moral Contexts of Intentional Action, edited by R. Harré and L. von Langenhove, 74–86. Oxford: Wiley-Blackwell.
   Google Scholar
• Nguyen, K. A., F. S. Azevedo, and A. Papendieck. 2021. “No Longer an Imaginary Case: Community, Plans, and Actions in Canoeing Rapids.” Journal of the Learning Sciences 30 (4–5): 529–575. doi:10.1080/10508406.2021.1936530.
   Web of Science ®Google Scholar
• Philip, T. M., A. Gupta, A. Elby, and C. Turpen. 2018. “Why Ideology Matters for Learning: A Case of Ideological Convergence in an Engineering Ethics Classroom Discussion on Drone Warfare.” Journal of the Learning Sciences 27 (2): 183–223. doi:10.1080/10508406.2017.1381964.
   Web of Science ®Google Scholar
• Ploessl, D. M., M. L. Rock, N. Schoenfeld, and B. Blanks. 2010. “On the Same Page: Practical Techniques to Enhance Co-Teaching Interactions.” Intervention in School and Clinic 45 (3): 158–168. doi:10.1177/1053451209349529.
   Web of Science ®Google Scholar
• Pratt, S. 2014. “Achieving Symbiosis: Working Through Challenges Found in Co-Teaching to Achieve Effective Co-Teaching Relationships.” Teaching and Teacher Education 41: 1–12. doi:10.1016/j.tate.2014.02.006.
   Web of Science ®Google Scholar
• Rainville, K. N., and S. Jones. 2008. “Situated Identities: Power and Positioning in the Work of a Literacy Coach.” The Reading Teacher 61 (6): 440–448. doi:10.1598/RT.61.6.1.
   Web of Science ®Google Scholar
• Rogers, R. 2011. “Becoming Discourse Analysts: Constructing Meanings and Identities.” Critical Inquiry in Language Studies 8 (1): 72–104. doi:10.1080/15427587.2011.545768.
   Google Scholar
• Siegler, R. S., and K. Crowley. 1991. “The Microgenetic Method: A Direct Means for Studying Cognitive Development.” The American Psychologist 46 (6): 606–620. doi:10.1037/0003-066X.46.6.606.
   PubMed Web of Science ®Google Scholar
• Solis, M., S. Vaughn, E. Swanson, and L. Mcculley. 2012. “Collaborative Models of Instruction: The Empirical Foundations of Inclusion and Co‐Teaching.” Psychology in the Schools 49 (5): 498–510. doi:10.1002/pits.21606.
   Web of Science ®Google Scholar
• Uttamchandani, S., and J. N. Lester. 2020. “A Discursive Psychology Study of Epistemic Primacy in an LGBTQ+ Youth Group’s Textual Educational Materials.” Discourse, Context & Media 33: 1–8. doi:10.1016/j.dcm.2019.100362.
   Web of Science ®Google Scholar
• van Compernolle, R. A. 2010. “Incidental Microgenetic Development in Second‐Language Teacher–Learner Talk‐In‐Interaction.” Classroom Discourse 1 (1): 66–81. doi:10.1080/19463011003750608.
   Google Scholar
• Vandenhoek, T. 2018. “Epistemic Markers in NS and NNS Academic Writing.” Journal of Academic Writing 8 (1): 72–91. doi:10.18552/joaw.v8i1.359.
   Google Scholar
• Van Langenhove, L. 2017. “Varieties of Moral Orders and the Dual Structure of Society: A Perspective from Positioning Theory.” Frontiers in Sociology 2: 9. doi:10.3389/fsoc.2017.00009.
   Google Scholar
• Veteska, J., M. Kursch, Z. Svobodova, M. Tureckiova, and L. Paulovcakova. 2022. “Longitudinal Co-Teaching Projects: Scoping Review.” In Orchestration of Learning Environments in the Digital World, edited by D. Ifenthaler, P. Isaías, and D. G. Sampson, 35–53. Springer. doi:10.1007/978-3-030-90944-4_3.
   Google Scholar
• Walkoe, J. D., and M. J. Luna. 2020. “What We are Missing in Studies of Teacher Learning: A Call for Microgenetic, Interactional Analyses to Examine Teacher Learning Processes.” Journal of the Learning Sciences 29 (2): 285–307. doi:10.1080/10508406.2019.1681998.
   Web of Science ®Google Scholar
• Wood, M. B. 2013. “Mathematical Micro-Identities: Moment-To-Moment Positioning and Learning in a Fourth-Grade Classroom.” Journal for Research in Mathematics Education 44 (5): 775–808. doi:10.5951/jresematheduc.44.5.0775.
   Web of Science ®Google Scholar
• Yin, R. K. 2014. Case Study Research Design and Methods. Thousand Oaks, CA: Sage.
   Google Scholar