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Doing project work: The interactional organization of tasks, resources, and instructions


Please use this identifier to cite or link to this item: http://hdl.handle.net/2077/40716

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Title: Doing project work: The interactional organization of tasks, resources, and instructions
Authors: Åberg, Mikaela
E-mail: mikaela.aberg@ped.gu.se
Issue Date: 27-Nov-2015
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education, Communication and Learning ; Institutionen för pedagogik, kommunikation och lärande
Parts of work: I. Åberg, M., Mäkitalo, Å., & Säljö, R. (2010) Knowing and arguing in a panel debate: Speaker roles and responsivity to others. In, K. Littleton, & C. Howe (eds.), Educational dialogues: Understanding and promoting productive learning (pp. 13-31). London: Routledge.

II. Åberg, M (submitted).Talk, text, and tasks in student initiated instructional interaction.

III. Åberg, M (manuscript). Verbal, bodily, and material resources in the closing of instructional encounters.
Date of Defence: 2015-12-18
Disputation: Fredagen den 18 december 2015, kl. 13.00 Göteborgs universitet, Pedagogen, Sal BE036
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
380
Keywords: classroom interaction
tasks
resources
instructions
ethnomethodology
conversation analysis
Abstract: In the Swedish educational system, there is a strong emphasis on student autonomy, active knowledge seeking, and critical reflection. Students regularly work individually or in groups with projects that are organized around problems that do not have a straightforward solution. This thesis investigates how such projects are interactionally and practically accomplished. Through detailed analyses of video recorded material of classroom interaction, and within an approach informed by ethnomethodolog... more
ISBN: 978-91-7346-857-2 (print)
978-91-7346-858-9 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/40716
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik, kommunikation och lärande

 

 

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