附註:Includes bibliographical references and index.
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 & Mariette De Haan -- Third space in cyberspace : Indigenous youth, new technologies and literacies / Cushla Kapitzke & Peter Renshaw -- Making sense through participation : Social differences in learning and identity development / Geert Ten Dam, Monique Volman & Wim Wardekker -- Diverse voices, dialogue and intercultural learning in a second language classroom / Elizabeth Hirst & Peter Renshaw -- Learning to plan : A study of reflexivity and discipline in modern pedagogy / Kerstin Bergqvist And Roger Saljo -- Part 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 & Terry Wood -- On participating in communities of practice : Cases from science classrooms / Sinikka Kaartinen & 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 Huguet, Jean-Marc Monteil & 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 Saljo.
摘要: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.
