Dialogic learning : shifting perspectives to learning, instruction, and teaching /
edited by Jos van der Linden and Peter Renshaw.
- Dordrecht ; New York : Kluwer Academic Publishers, c2004.
- viii, 263 p. : ill. ; 25 cm.
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 and Mariette de Haan Third space in cyberspace: Indigenous youth, new technologies and literacies; Cushla Kapitzke and Peter D. Renshaw Making sense through participation: Social differences in learning and identity development; Geert ten Dam, Monique Volman and Wim Wardekker Diverse voices, dialogue and intercultural learning in a second language classroom; Elizabeth Hirst and Peter D. Renshaw Learning to plan: A study of reflexivity and discipline in modern pedagogy; Kerstin Bergqvist and Roger Saljoe 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 and Terry Wood On 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 Saljoe Index