In classroom settings, laughter and smiles are resources for action that are available to both
teachers and students. Recent interactional studies have documented how students use …

This study examines the teacher's use of verbal and written designedly incomplete
utterances (DIUs) within the initiation-response-feedback (IRF) sequence by analyzing data …

This paper investigates the use of laughter and smiling to manage (dis) affiliation during two
types of disturbances in the interactional unfolding of classrooms: delayed and disaligning …

Microteaching is a widely adopted instructional task in teaching methods courses. While
microteaching results in promotion of self-reflection and professional development among …

Analyses highlighting the epistemic dimension of students' participation in science have
dominated science education literature for the past several years. While most of this …

We contribute a preiously unidentified way representational gestures are used to organise
participation and the co-construction of knowledge in whole-class interactions in Science …

The focus of this study was on how students created and shared humor in an online
multimodal learning environment. Across two semesters of a graduate course on …

This study explores the relationship between humor, creativity, rationality, intuitiveness, and
decision-making quality, all of which are vital in organizational management and success …

This article compares the sequential position, action, and design of teasing sequences in
classroom and mundane interaction. This collection of teases comes from a university …

This chapter investigates two practices that a university science lab teacher uses to tease
students following disaligning response turns in initiationresponse-follow-up (IRF) …