Assessed, student-led dialogic interaction:
a Bakhtinian analysis of a case study of undergraduate history seminars

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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 i...

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Bibliographic Details
Main Author:	Bentley, Sarah (Sally) Ann
Format:	Thesis (University of Nottingham only)
Language:	English
Published:	2010
Subjects:	higher education pedagogy teaching and learning seminars Bakhtin presentations assessment dialogue student-led discussion history
Online Access:	https://eprints.nottingham.ac.uk/11256/

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