Dialogic Learning: Shifting Perspectives to Learning, Instruction, and Teaching by Jos van den LindenDialogic Learning: Shifting Perspectives to Learning, Instruction, and Teaching by Jos van den Linden

Dialogic Learning: Shifting Perspectives to Learning, Instruction, and Teaching

EditorJos van den Linden, Peter Renshaw

Paperback | October 19, 2010

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This 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.
Title:Dialogic Learning: Shifting Perspectives to Learning, Instruction, and TeachingFormat:PaperbackDimensions:271 pagesPublished:October 19, 2010Publisher:Springer NetherlandsLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:904816544X

ISBN - 13:9789048165445

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Table of Contents

Introduction Dialogic teaching, learning and instruction: Theoretical roots and analytical frameworks; Peter D. Renshaw Part I: Dialogic Learning: Culture And Identity Dialogic learning in the multi-ethnic classroom: Cultural resources and modes of collaboration; Ed Elbers and Mariëtte de Haan Third space in cyberspace: Indigenous youth, new technologies and literacies; Cushla Kapitzke and Peter D. RenshawMaking sense through participation: Social differences in learning and identity development; Geert ten Dam, Monique Volman and Wim WardekkerDiverse voices, dialogue and intercultural learning in a second language classroom; Elizabeth Hirst and Peter D. RenshawLearning to plan: A study of reflexivity and discipline in modern pedagogy; Kerstin Bergqvist and Roger SäljöPart II: Dialogic Learning: Multiple Perspectives On The Social Construction Of Knowledge Studying peer interaction from three perspectives: The example of collaborative concept learning; Carla van Boxtel Working together on assignments: Multiple analysis of learning events; Rijkje Dekker, Marianne Elshout-Mohr and Terry WoodOn participating in communities of practice: Cases from science classrooms; Sinikka Kaartinen and Kristiina Kumpulainen Dynamics of coordination in collaboration; Gijsbert Erkens The social regulation of cognition: From colour identification in the Stroop Task to classroom performances; Pascal Hugliet, Jean-Marc Monteil and Florence Dumas Shared and unshared knowledge resources: The collaborative analysis of a classroom case by pre-service teachers; Angela M. O'Donnell Epilogue Notes on classroom practices, dialogicality, and the transformation of learning; Roger SäljöIndex