Chapter 1 Introduction: Dialogue in the Literature
Classroom
1.1 Overview of the Topic
1.2 Educational Contexts of Denmark and China
1.3 The State of the Art - Current Research in the Field
1.4 Research Gap and Research Questions
1.5 The Meaning of Dialogic in the Literature Classroom: Theoretical
Framework
Chapter 2 Qualitative Case-Study Research on Classroom
Interactions
2.1 Research Design
2.2 Research Setting
2.3 Research Procedures and Specific Methods
2.4 Building Trustworthiness
2.5 Conclusion
Chapter 3 The Case of Teacher S
3.1 Contextual Cultures
3.2 Pre-Observation: Teacher S's Perceptions of Literature Teaching
3.3 During-Observation: Three Types of Classroom Interactions
3.4 Post-Observation: Comments and Reviews
3.5 Conclusion
Chapter 4 The Case of Teacher P
4.1 Contextual Cultures
4.2 Pre-Observation: Teacher P's Perceptions of Literature Teaching
4.3 During-Observation: Three Types of Classroom Interactions
4.4 Post-Observation: Comments and Reviews
4.5 Conclusion
Chapter 5 The Case of Teacher X
5.1 Contextual Cultures
5.2 Pre-Observation: Teacher X's Perceptions of Literature Teaching
5.3 During-Observation: Three Types of Classroom Interactions
5.4 Post-Observation: Comments and Reviews
5.5 Conclusion
Chapter 6 The Case of Teacher Z
6.1 Contextual Cultures
6.2 Pre-Observation: Teacher Z's Perceptions of Literature
Teaching
6.3 During-Observation: Three Types of Classroom Interactions
6.4 Post-Observation: Comments and Reviews
6.5 Conclusion
Chapter 7 Going Further with Comparing the Cases
Discussions and Conclusions
7.1 Synthesis of Findings for R Q1: Su mmaries of the Findings
7.2 Synthesis of Findings for RQ2: Differences and Commonalities
7.3 Theoretical and Empirical Discussions
7.4 Implications for Reading Pedagogy fro m the Perspective of
Positioning
7.5 In Closing: Contributions of the Study
Bibliography
Appendices
Index
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