{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/89086"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/89086","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Entering the Conversation: A Novice English Teacher's Approach to Exploring Difference Using Dialogic Pedagogy","abstract":"This case study examined what happened when a novice teacher worked from a critical, dialogic stance to explore difference in his secondary English classroom. The study focused on a second-year teacher, employed at a suburban middle school, who had been trained in dialogic pedagogy during his teacher preparation program. Methods included lesson planning sessions, daily observations of the participant's classroom instruction, and participant interviews. 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