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OverviewFull Product DetailsAuthor: Jos van den Linden , Peter RenshawPublisher: Springer-Verlag New York Inc. Imprint: Springer-Verlag New York Inc. Edition: 2004 ed. Dimensions: Width: 15.50cm , Height: 1.70cm , Length: 23.50cm Weight: 1.250kg ISBN: 9781402019302ISBN 10: 1402019300 Pages: 263 Publication Date: 29 February 2004 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction. Dialogic teaching, learning and instruction: Theoretical roots and analytical frameworks.- Part I: Dialogic Learning: Culture And Identity. Dialogic learning in the multi-ethnic classroom: Cultural resources and modes of collaboration. Third space in cyberspace: Indigenous youth, new technologies and literacies. Making sense through participation: Social differences in learning and identity development. Diverse voices, dialogue and intercultural learning in a second language classroom. Learning to plan: A study of reflexivity and discipline in modern pedagogy.- Part II: Dialogic Learning: Multiple Perspectives On The Social Construction Of Knowledge. Studying peer interaction from three perspectives: The example of collaborative concept learning. Working together on assignments: Multiple analysis of learning events. On participating in communities of practice: Cases from science classrooms. Dynamics of coordination in collaboration. The social regulation of cognition: From colour identification in the Stroop Task to classroom performances. Shared and unshared knowledge resources: The collaborative analysis of a classroom case by pre-service teachers.- Epilogue. Notes on classroom practices, dialogicality, and the transformation of learning.- Index.ReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |
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