A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern
Version of Record online: 25 APR 2012
© 2012 The British Psychological Society
British Journal of Educational Psychology
Volume 83, Issue 3, pages 414–430, September 2013
How to Cite
Molinari, L., Mameli, C. and Gnisci, A. (2013), A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern. British Journal of Educational Psychology, 83: 414–430. doi: 10.1111/j.2044-8279.2012.02071.x
- Issue online: 4 JUL 2013
- Version of Record online: 25 APR 2012
- Received 4 March 2011; revised version received 1 January 2012
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