Conversation: How Talk is Organized

Overview

Mc Laughlin's broad and scholarly survey of conversational organization draws on literature from many disciplines. Organized and written for a wide range of graduate seminars and professionals, its style will also make it accessible to undergraduates.

The book is both timely and important: it serves to keep people abreast of the fast-developing literature by providing a glossary of terms, sample conversations, an assessment of what is — and ...

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Overview

Mc Laughlin's broad and scholarly survey of conversational organization draws on literature from many disciplines. Organized and written for a wide range of graduate seminars and professionals, its style will also make it accessible to undergraduates.

The book is both timely and important: it serves to keep people abreast of the fast-developing literature by providing a glossary of terms, sample conversations, an assessment of what is — and what is not — known, and guidelines for future research.

Questions are raised about the role of context; the cognitive processes associated with intent and interpretation; the influence of co-occuring non-verbal signals; and issues associated with the meaning of communication competence.

The author is not just concerned with the smaller elements in the stream of conversation, but has a particular interest in how these elements are combined into a coherent whole.

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Product Details

Meet the Author

Margaret Mc Laughlin has been involved in special education all of her professional career, beginning as a teacher of students with serious emotional and behavior disorders. Currently she is the associate director of the Institute for the Study of Exceptional Children, a research institute within the College of Education at the University of Maryland. She directs several national projects investigating educational reform and students with disabilities, including the national Educational Policy Reform Research Institute (EPRRI), a consortium involving the University Maryland; The National Center on Educational Outcomes (NCEO); and the Urban Special Education Collaborative. She also directs a national research project investigating special education in charter schools and leads a policy leadership doctoral and postdoctoral program in conducting large-scale research in special education.

Mc Laughlin has worked in Bosnia, Nicaragua, and Guatemala in developing programs for students with developmental disabilities. She has consulted with numerous state departments of education and local education agencies on issues related to students with disabilities and the impact of standards-driven reform policies. Mc Laughlin co-chaired the National Academy of Sciences Committee on Goals 2000 and Students with Disabilities, which resulted in the report Educating One and All. She was a member of the NAS committee on the disproportionate representation of minority students in special education.

Mc Laughlin teaches graduate courses in disability policy and has written extensively in the area of school reform and students with disabilities. She earned her Ph D at the University of Virginia and has held positions at the U.S. Office of Education and the University of Washington.

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