Assessed, student-led dialogic interaction : a Bakhtinian analysis of a case study of undergraduate history seminars
A Bakhtinian theoretical framework throws fresh light on higher education assessment, dialogue and classroom dynamics, demonstrating that assessed, student-led seminars can have a powerfully positive effect on student learning. The case study comprised of a well-established programme of seminars in...
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University of Nottingham
2010
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524863 |