02767cam a22002894a 450000100090000000300040000900500170001300800410003001000170007102000340008804000180012204200080014005000250014808200190017324501370019226000650032930000350039450400510042950516980048065000170217865000230219565000290221870000270224770000200227485600910229485600920238513467401OSt20190909095511.0040123s2004 nyua b 001 0 eng  a 2004042423 a1402019300 (hb. : alk. paper) aDLCcDLCdDLC apcc00aLB1027.44b.D53 200400a371.39 LIN22200aDialogic learning :bshifting perspectives to learning, instruction, and teaching /cedited by Jos van der Linden and Peter Renshaw. aDordrecht ;aNew York :bKluwer Academic Publishers,cc2004. aviii, 263 p. :bill. ;c25 cm. aIncludes bibliographical references and index. aIntroduction 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 0aQuestioning. 0aCritical pedagogy. 0aMulticultural education.1 aLinden, J. L. van der.1 aRenshaw, Peter.423Publisher descriptionuhttp://www.loc.gov/catdir/enhancements/fy0821/2004042423-d.html413Table of contents onlyuhttp://www.loc.gov/catdir/enhancements/fy0821/2004042423-t.html