Figuring the Emotionally Disturbed Child: The Function of Teacher Talk on Special Education Referrals of Elementary Aged Children With Emotional and Behavioral Disorders
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Date
2021-07
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American English
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Ph.D.
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2021
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Indiana University
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Abstract
This interpretive study makes explicit the cultural cognitive structures on which education professionals rely as they determine an elementary-aged child as having an emotional and behavioral disorder through a critical discourse analysis of teacher talk and participant structure analyses.
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Indiana University-Purdue University Indianapolis (IUPUI)
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