Dialogic Learning Shifting Perspectives to Learning, Instruction, and Teaching /
Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms Ớ<U+00dc>dialogueỚ" and Ớ<U+00dc>instructionỚ" are brought together, because the former implies an emergent process...
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| Other Authors: | , |
| Format: | Electronic |
| Language: | English |
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Dordrecht :
Springer Netherlands,
2004.
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| Online Access: | View fulltext via EzAccess |
Table of Contents:
- Introduction. 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.