Beschreibung:
<jats:p>This study identifies the components and effects of professional persistence by analyzing video recordings of teachers’ responses to students during genetics learning activities in high-school biology courses. It describes types of persistence that, as responses to digressive questions and comments, support standard communicative agendas embedded in professional culture. Examining persistence elucidates how specific components of interaction sustain conventions of professional culture and consolidate professional authority. The discussion extends the findings to consider how types of persistence apply more generally to various types of professional–client encounters, and how they affect clients’ participation and access to useful information.</jats:p>