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OverviewThis book shows the importance of a more socially grounded account on learning, instruction and teaching at and between different levels: meta-theory, theory, methods and educational practices. Three main questions are dealt with in the research presented in the book: what are the affordances and constraints of a dialogic view of knowing, knowledge, and learning; how useful it is to integrate contemporary learning mechanisms and concepts (like elaboration, metacognition) within a dialogic framework; what are the educational implications of a dialogic view of knowing and learning. Full Product DetailsAuthor: Jos van den Linden , Peter RenshawPublisher: Springer Imprint: Springer Edition: Softcover reprint of the original 1st ed. 2004 Dimensions: Width: 15.50cm , Height: 1.40cm , Length: 23.50cm Weight: 0.454kg ISBN: 9789048165445ISBN 10: 904816544 Pages: 263 Publication Date: 19 October 2010 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Out of stock  The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available. 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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