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9780521637251 - Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education di Wells (27 risultati)
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
paperback. Condizione: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority!
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Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: ThriftBooks-Dallas, Dallas, TX, U.S.A.
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Paperback. Condizione: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Da: AwesomeBooks, Wallingford, Regno Unito
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Aggiungi al carrelloPaperback. Condizione: Very Good. Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
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Aggiungi al carrelloPaperback. Condizione: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
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Aggiungi al carrelloPaperback. Condizione: Very Good. This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: Pulpfiction Books, Vancouver, BC, Canada
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Lingua: Inglese
Editore: Cambridge University Press, 2008
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: Bopcap Books, Macclesfield, CHESH, Regno Unito
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Aggiungi al carrelloSoft cover. Condizione: Very Good. Cambridge University Press (2006). Softcover. Ssome light wear to outside edges of front and back cover and corresponding area of text block (paper stock), but otherwise this book remains in very good condition with clean, unmarked pages which are free from notes and underlining and no creasing to cover or spine. Dispatched from UK within three days.
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Dialogic Inquiry : Towards a Sociocultural Practice and Theory of Education
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
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Dialogic Inquiry : Towards a Sociocultural Practice and Theory of Education
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: GreatBookPrices, Columbia, MD, U.S.A.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: Griffin Books, Stamford, CT, U.S.A.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) (Volume 0)
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) (Volume 0)
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: Ria Christie Collections, Uxbridge, Regno Unito
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Dialogic Inquiry : Towards a Sociocultural Practice and Theory of Education
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
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Dialogic Inquiry : Towards a Sociocultural Practice and Theory of Education
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: GreatBookPricesUK, Woodford Green, Regno Unito
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Dialogic Inquiry
Lingua: Inglese
Editore: Cambridge University Press CUP, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: Books Puddle, New York, NY, U.S.A.
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Condizione: New. pp. 392.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives) (Volume 0)
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Paperback. Condizione: new. New Copy. Customer Service Guaranteed.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: Kennys Bookstore, Olney, MD, U.S.A.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive and Computational Perspectives)
Lingua: Inglese
Editore: Cambridge University Press, 2008
ISBN 10: 0521637252 ISBN 13: 9780521637251
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Dialogic Inquiry : Towards a Socio-Cultural Practice and Theory of Education
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
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Aggiungi al carrelloTaschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education
Da: Revaluation Books, Exeter, Regno Unito
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Aggiungi al carrelloPaperback. Condizione: Brand New. 370 pages. 9.25x6.25x0.75 inches. In Stock. This item is printed on demand.
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Dialogic Inquiry (Paperback)
Lingua: Inglese
Editore: Cambridge University Press, Cambridge, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: Grand Eagle Retail, Bensenville, IL, U.S.A.
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Paperback. Condizione: new. Paperback. For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers. Vygotsky's unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume will be of tremendous benefit to the field of education, as well as sociolinguistics, psychology and researchers. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: THE SAINT BOOKSTORE, Southport, Regno Unito
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Dialogic Inquiry
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: Majestic Books, Hounslow, Regno Unito
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Aggiungi al carrelloCondizione: New. Print on Demand pp. 392 7 Illus.
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Dialogic Inquiry
Lingua: Inglese
Editore: Cambridge University Press, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: Biblios, Frankfurt am main, HESSE, Germania
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Aggiungi al carrelloCondizione: New. PRINT ON DEMAND pp. 392.
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Dialogic Inquiry (Paperback)
Lingua: Inglese
Editore: Cambridge University Press, Cambridge, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: CitiRetail, Stevenage, Regno Unito
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Aggiungi al carrelloPaperback. Condizione: new. Paperback. For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers. Vygotsky's unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume will be of tremendous benefit to the field of education, as well as sociolinguistics, psychology and researchers. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Dialogic Inquiry
Lingua: Inglese
Editore: Cambridge University Press, 2006
ISBN 10: 0521637252 ISBN 13: 9780521637251
EUR 63,55
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Aggiungi al carrelloKartoniert / Broschiert. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Vygotsky s unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume will be of tremendous benefit to the field of education, as .
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Dialogic Inquiry (Paperback)
Lingua: Inglese
Editore: Cambridge University Press, Cambridge, 1999
ISBN 10: 0521637252 ISBN 13: 9780521637251
Da: AussieBookSeller, Truganina, VIC, Australia
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Aggiungi al carrelloPaperback. Condizione: new. Paperback. For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers. Vygotsky's unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume will be of tremendous benefit to the field of education, as well as sociolinguistics, psychology and researchers. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
