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
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