Traditional concerns with classroom communication have centered on questions such as who talks more, whether the interaction is teacher-centered or student-centered, whether participation is restricted to a few or available to all, what kinds of questions teachers ask (display or referential), and what kinds of feedback they give.
These indicators provide a simple and useful way of capturing classroom communication in distributional and categorical terms.
Less attention has been devoted to obser.
Equinox Publishing (indonesia) Micro-reflection on classroom communication: a fab framework, hardcover/sarah chepkirui creider
