First the look and then the sound: Creating conversations at circle time
Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. Thi...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
1989 |
|---|
| Reproduktion: |
Elsevier Journal Backfiles on ScienceDirect 1907 - 2002 |
|---|---|
| Übergeordnetes Werk: |
in: Early Childhood Research Quarterly - Amsterdam : Elsevier, 4(1989), 4, Seite 433-448 |
| Übergeordnetes Werk: |
volume:4 ; year:1989 ; number:4 ; pages:433-448 |
| Links: |
|---|
| Katalog-ID: |
NLEJ182257541 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | NLEJ182257541 | ||
| 003 | DE-627 | ||
| 005 | 20210706173251.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 070505s1989 xx |||||o 00| ||eng c | ||
| 035 | |a (DE-627)NLEJ182257541 | ||
| 035 | |a (DE-599)GBVNLZ182257541 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 245 | 1 | 0 | |a First the look and then the sound: Creating conversations at circle time |
| 264 | 1 | |c 1989 | |
| 336 | |a nicht spezifiziert |b zzz |2 rdacontent | ||
| 337 | |a nicht spezifiziert |b z |2 rdamedia | ||
| 338 | |a nicht spezifiziert |b zu |2 rdacarrier | ||
| 520 | |a Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed. | ||
| 533 | |f Elsevier Journal Backfiles on ScienceDirect 1907 - 2002 | ||
| 700 | 1 | |a Kantor, R. |4 oth | |
| 700 | 1 | |a Elgas, P.M. |4 oth | |
| 700 | 1 | |a Fernie, D.E. |4 oth | |
| 773 | 0 | 8 | |i in |t Early Childhood Research Quarterly |d Amsterdam : Elsevier |g 4(1989), 4, Seite 433-448 |w (DE-627)NLEJ177077042 |w (DE-600)2021633-6 |x 0885-2006 |7 nnns |
| 773 | 1 | 8 | |g volume:4 |g year:1989 |g number:4 |g pages:433-448 |
| 856 | 4 | 0 | |u http://dx.doi.org/10.1016/0885-2006(89)90002-1 |
| 912 | |a GBV_USEFLAG_H | ||
| 912 | |a ZDB-1-SDJ | ||
| 912 | |a GBV_NL_ARTICLE | ||
| 951 | |a AR | ||
| 952 | |d 4 |j 1989 |e 4 |h 433-448 | ||
| matchkey_str |
article:08852006:1989----::isteoknteteoncetncnest |
|---|---|
| hierarchy_sort_str |
1989 |
| publishDate |
1989 |
| allfields |
(DE-627)NLEJ182257541 (DE-599)GBVNLZ182257541 DE-627 ger DE-627 rakwb eng First the look and then the sound: Creating conversations at circle time 1989 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed. Elsevier Journal Backfiles on ScienceDirect 1907 - 2002 Kantor, R. oth Elgas, P.M. oth Fernie, D.E. oth in Early Childhood Research Quarterly Amsterdam : Elsevier 4(1989), 4, Seite 433-448 (DE-627)NLEJ177077042 (DE-600)2021633-6 0885-2006 nnns volume:4 year:1989 number:4 pages:433-448 http://dx.doi.org/10.1016/0885-2006(89)90002-1 GBV_USEFLAG_H ZDB-1-SDJ GBV_NL_ARTICLE AR 4 1989 4 433-448 |
| spelling |
(DE-627)NLEJ182257541 (DE-599)GBVNLZ182257541 DE-627 ger DE-627 rakwb eng First the look and then the sound: Creating conversations at circle time 1989 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed. Elsevier Journal Backfiles on ScienceDirect 1907 - 2002 Kantor, R. oth Elgas, P.M. oth Fernie, D.E. oth in Early Childhood Research Quarterly Amsterdam : Elsevier 4(1989), 4, Seite 433-448 (DE-627)NLEJ177077042 (DE-600)2021633-6 0885-2006 nnns volume:4 year:1989 number:4 pages:433-448 http://dx.doi.org/10.1016/0885-2006(89)90002-1 GBV_USEFLAG_H ZDB-1-SDJ GBV_NL_ARTICLE AR 4 1989 4 433-448 |
| allfields_unstemmed |
(DE-627)NLEJ182257541 (DE-599)GBVNLZ182257541 DE-627 ger DE-627 rakwb eng First the look and then the sound: Creating conversations at circle time 1989 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed. Elsevier Journal Backfiles on ScienceDirect 1907 - 2002 Kantor, R. oth Elgas, P.M. oth Fernie, D.E. oth in Early Childhood Research Quarterly Amsterdam : Elsevier 4(1989), 4, Seite 433-448 (DE-627)NLEJ177077042 (DE-600)2021633-6 0885-2006 nnns volume:4 year:1989 number:4 pages:433-448 http://dx.doi.org/10.1016/0885-2006(89)90002-1 GBV_USEFLAG_H ZDB-1-SDJ GBV_NL_ARTICLE AR 4 1989 4 433-448 |
| allfieldsGer |
(DE-627)NLEJ182257541 (DE-599)GBVNLZ182257541 DE-627 ger DE-627 rakwb eng First the look and then the sound: Creating conversations at circle time 1989 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed. Elsevier Journal Backfiles on ScienceDirect 1907 - 2002 Kantor, R. oth Elgas, P.M. oth Fernie, D.E. oth in Early Childhood Research Quarterly Amsterdam : Elsevier 4(1989), 4, Seite 433-448 (DE-627)NLEJ177077042 (DE-600)2021633-6 0885-2006 nnns volume:4 year:1989 number:4 pages:433-448 http://dx.doi.org/10.1016/0885-2006(89)90002-1 GBV_USEFLAG_H ZDB-1-SDJ GBV_NL_ARTICLE AR 4 1989 4 433-448 |
| allfieldsSound |
(DE-627)NLEJ182257541 (DE-599)GBVNLZ182257541 DE-627 ger DE-627 rakwb eng First the look and then the sound: Creating conversations at circle time 1989 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed. Elsevier Journal Backfiles on ScienceDirect 1907 - 2002 Kantor, R. oth Elgas, P.M. oth Fernie, D.E. oth in Early Childhood Research Quarterly Amsterdam : Elsevier 4(1989), 4, Seite 433-448 (DE-627)NLEJ177077042 (DE-600)2021633-6 0885-2006 nnns volume:4 year:1989 number:4 pages:433-448 http://dx.doi.org/10.1016/0885-2006(89)90002-1 GBV_USEFLAG_H ZDB-1-SDJ GBV_NL_ARTICLE AR 4 1989 4 433-448 |
| language |
English |
| source |
in Early Childhood Research Quarterly 4(1989), 4, Seite 433-448 volume:4 year:1989 number:4 pages:433-448 |
| sourceStr |
in Early Childhood Research Quarterly 4(1989), 4, Seite 433-448 volume:4 year:1989 number:4 pages:433-448 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| isfreeaccess_bool |
false |
| container_title |
Early Childhood Research Quarterly |
| authorswithroles_txt_mv |
Kantor, R. @@oth@@ Elgas, P.M. @@oth@@ Fernie, D.E. @@oth@@ |
| publishDateDaySort_date |
1989-01-01T00:00:00Z |
| hierarchy_top_id |
NLEJ177077042 |
| id |
NLEJ182257541 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ182257541</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20210706173251.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">070505s1989 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ182257541</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVNLZ182257541</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">First the look and then the sound: Creating conversations at circle time</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">1989</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">Elsevier Journal Backfiles on ScienceDirect 1907 - 2002</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Kantor, R.</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Elgas, P.M.</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Fernie, D.E.</subfield><subfield code="4">oth</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">in</subfield><subfield code="t">Early Childhood Research Quarterly</subfield><subfield code="d">Amsterdam : Elsevier</subfield><subfield code="g">4(1989), 4, Seite 433-448</subfield><subfield code="w">(DE-627)NLEJ177077042</subfield><subfield code="w">(DE-600)2021633-6</subfield><subfield code="x">0885-2006</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:4</subfield><subfield code="g">year:1989</subfield><subfield code="g">number:4</subfield><subfield code="g">pages:433-448</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://dx.doi.org/10.1016/0885-2006(89)90002-1</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_H</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-SDJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">4</subfield><subfield code="j">1989</subfield><subfield code="e">4</subfield><subfield code="h">433-448</subfield></datafield></record></collection>
|
| series2 |
Elsevier Journal Backfiles on ScienceDirect 1907 - 2002 |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)NLEJ177077042 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| collection |
NL |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
0885-2006 |
| topic_title |
First the look and then the sound: Creating conversations at circle time |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
zu |
| author2_variant |
r k rk p e pe d f df |
| hierarchy_parent_title |
Early Childhood Research Quarterly |
| hierarchy_parent_id |
NLEJ177077042 |
| hierarchy_top_title |
Early Childhood Research Quarterly |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)NLEJ177077042 (DE-600)2021633-6 |
| title |
First the look and then the sound: Creating conversations at circle time |
| spellingShingle |
First the look and then the sound: Creating conversations at circle time |
| ctrlnum |
(DE-627)NLEJ182257541 (DE-599)GBVNLZ182257541 |
| title_full |
First the look and then the sound: Creating conversations at circle time |
| journal |
Early Childhood Research Quarterly |
| journalStr |
Early Childhood Research Quarterly |
| lang_code |
eng |
| isOA_bool |
false |
| recordtype |
marc |
| publishDateSort |
1989 |
| contenttype_str_mv |
zzz |
| container_start_page |
433 |
| container_volume |
4 |
| format_se |
Elektronische Aufsätze |
| title_sort |
first the look and then the sound: creating conversations at circle time |
| title_auth |
First the look and then the sound: Creating conversations at circle time |
| abstract |
Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed. |
| abstractGer |
Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed. |
| abstract_unstemmed |
Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed. |
| collection_details |
GBV_USEFLAG_H ZDB-1-SDJ GBV_NL_ARTICLE |
| container_issue |
4 |
| title_short |
First the look and then the sound: Creating conversations at circle time |
| url |
http://dx.doi.org/10.1016/0885-2006(89)90002-1 |
| remote_bool |
true |
| author2 |
Kantor, R. Elgas, P.M. Fernie, D.E. |
| author2Str |
Kantor, R. Elgas, P.M. Fernie, D.E. |
| ppnlink |
NLEJ177077042 |
| mediatype_str_mv |
z |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| author2_role |
oth oth oth |
| up_date |
2024-07-06T08:43:06.213Z |
| _version_ |
1803818511855779840 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ182257541</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20210706173251.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">070505s1989 xx |||||o 00| ||eng c</controlfield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ182257541</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVNLZ182257541</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">First the look and then the sound: Creating conversations at circle time</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">1989</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Becoming a student means learning to interpret and construct the multiple demands for interaction in distinctive classroom events. For an increasing number of children, the preschool provides the setting for the first encounter with these complex and dynamic classroom communicative environments. This article presents an interactional analysis of preschool circle time from an ethnographic perspective. The social participation structure for conducting these events is uncovered using Green's conversational mapping system. Findings suggest that the rules and guidelines, expectations, and roles within the event change over time. The focus of learning within the event, evident in social action rules (, ), shifts from the formation of the circle itself to actual collaborative conversation. This shift is interpreted in terms of the children's developing competencies for participating in group conversation. In a final section, a potential peer culture dimension to this event is proposed.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">Elsevier Journal Backfiles on ScienceDirect 1907 - 2002</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Kantor, R.</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Elgas, P.M.</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Fernie, D.E.</subfield><subfield code="4">oth</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">in</subfield><subfield code="t">Early Childhood Research Quarterly</subfield><subfield code="d">Amsterdam : Elsevier</subfield><subfield code="g">4(1989), 4, Seite 433-448</subfield><subfield code="w">(DE-627)NLEJ177077042</subfield><subfield code="w">(DE-600)2021633-6</subfield><subfield code="x">0885-2006</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:4</subfield><subfield code="g">year:1989</subfield><subfield code="g">number:4</subfield><subfield code="g">pages:433-448</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://dx.doi.org/10.1016/0885-2006(89)90002-1</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_H</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-SDJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">4</subfield><subfield code="j">1989</subfield><subfield code="e">4</subfield><subfield code="h">433-448</subfield></datafield></record></collection>
|
| score |
7.40059 |