The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons
Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' e...
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University College London (University of London)
1992
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536431 |