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Chapter 1 Introduction£º 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£º 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£º Teacher S's Perceptions of Literature Teaching
3£®3 During-Observation£º Three Types of Classroom Interactions
3£®4 Post-Observation£º Comments and Reviews
3£®5 Conclusion

Chapter 4 The Case of Teacher P
4£®1 Contextual Cultures
4£®2 Pre-Observation£º Teacher P's Perceptions of Literature Teaching
4£®3 During-Observation£º Three Types of Classroom Interactions
4£®4 Post-Observation£º Comments and Reviews
4£®5 Conclusion

Chapter 5 The Case of Teacher X
5£®1 Contextual Cultures
5£®2 Pre-Observation£º Teacher X's Perceptions of Literature Teaching
5£®3 During-Observation£º Three Types of Classroom Interactions
5£®4 Post-Observation£º Comments and Reviews
5£®5 Conclusion

Chapter 6 The Case of Teacher Z
6£®1 Contextual Cultures
6£®2 Pre-Observation£º Teacher Z's Perceptions of Literature Teaching
6£®3 During-Observation£º Three Types of Classroom Interactions
6£®4 Post-Observation£º 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£º Summaries of the Findings
7£®2 Synthesis of Findings for RQ2£º Differences and Commonalities
7£®3 Theoretical and Empirical Discussions
7£®4 Implications for Reading Pedagogy from the Perspective of Positioning
7£®5 In Closing£º Contributions of the Study

Bibliography
Appendices
Index