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The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning.
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Über die Autorin bzw. den Autor
Asma es una nueva graduada de doctorado con una educación diversa. Obtuvo su doctorado y su maestría en Educación Científica en la Universidad de Leeds, Reino Unido. También tiene un Diploma Especial en Educación del Instituto de Investigación y Estudios Árabes, Egipto, después de obtener una Licenciatura en Física de la Universidad Sultán Qaboos, Omán.
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Dialogicity, Teaching and Learning
Verlag:
LAP LAMBERT Academic Publishing Mai 2011, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
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Anbieter: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Deutschland
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Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning. 248 pp. Englisch. Bestandsnummer des Verkäufers 9783843393058
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Dialogicity, Teaching and Learning
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LAP LAMBERT Academic Publishing, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
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Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Al-Mahrouqi AsmaAsma is a new PhD graduate with a diverse education background. She obtained her PhD and MA in Science Education from the University of Leeds, UK. She also has a Special Diploma in Education from the Institute of Arab. Bestandsnummer des Verkäufers 5469117
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Dialogicity, Teaching and Learning | Theoretical and Empirical Perspectives
Verlag:
LAP LAMBERT Academic Publishing, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
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Anbieter: preigu, Osnabrück, Deutschland
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Taschenbuch. Zustand: Neu. Dialogicity, Teaching and Learning | Theoretical and Empirical Perspectives | Asma Al-Mahrouqi | Taschenbuch | 248 S. | Englisch | 2011 | LAP LAMBERT Academic Publishing | EAN 9783843393058 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Bestandsnummer des Verkäufers 107008939
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Dialogicity, Teaching and Learning: Theoretical and Empirical Perspectives : Theoretical and Empirical Perspectives
Verlag:
LAP LAMBERT Academic Publishing, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
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Taschenbuch. Zustand: Sehr gut. Gebraucht - Sehr gut SG - leichte Beschädigungen oder Verschmutzungen, ungelesenes Mängelexemplar, gestempelt, Versand Büchersendung - The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning. Bestandsnummer des Verkäufers INF1000427122
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Dialogicity, Teaching and Learning
Verlag:
LAP LAMBERT Academic Publishing Mai 2011, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
Neu
Taschenbuch
Anbieter: buchversandmimpf2000, Emtmannsberg, BAYE, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning.VDM Verlag, Dudweiler Landstraße 99, 66123 Saarbrücken 248 pp. Englisch. Bestandsnummer des Verkäufers 9783843393058
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Dialogicity, Teaching and Learning : Theoretical and Empirical Perspectives
Verlag:
LAP LAMBERT Academic Publishing, 2011
ISBN 10: 3843393052
ISBN 13: 9783843393058
Neu
Taschenbuch
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Taschenbuch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The central focus of this book is the characterisation of classroom talk from the Dialogicity perspective in relation to student learning. It extends the sociocultural tradition in classroom studies by looking not into teaching only or learning only, but by looking into the link between the two processes. The findings advance the field by identifying sub-levels of the Authoritative and Dialogic communicative approaches of Mortimer and Scott (2003), and proposing a model for characterising classroom talk Dialogicity at the theoretical level. Additionally, by using evidence of how students engage in, share control over classroom talk and influence its direction, and how their construction of knowledge and understanding change as the quality of the exchanged talk in their classroom practice change, this research provide empirical findings that are missing from the field. Generally speaking, the book suggests that improving the quality of talk between teachers and learners is of crucial importance if teaching practice is to have a significant influence on learning. Bestandsnummer des Verkäufers 9783843393058
Neu kaufen
EUR 79,00
EUR 61,94 Versand
Versand von Deutschland nach USA
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