Condizione: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.
Condizione: New. pp. 256.
Da: Majestic Books, Hounslow, Regno Unito
EUR 95,38
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Aggiungi al carrelloCondizione: New. pp. 256.
Da: Biblios, Frankfurt am main, HESSE, Germania
EUR 95,37
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Aggiungi al carrelloCondizione: New. pp. 256.
Da: Ria Christie Collections, Uxbridge, Regno Unito
EUR 118,59
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Aggiungi al carrelloCondizione: New. In English.
Condizione: New.
Condizione: As New. Unread book in perfect condition.
Da: GreatBookPricesUK, Woodford Green, Regno Unito
EUR 118,58
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Da: Revaluation Books, Exeter, Regno Unito
EUR 132,98
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Aggiungi al carrelloHardcover. Condizione: Brand New. 253 pages. 9.25x6.25x0.75 inches. In Stock.
Da: GreatBookPricesUK, Woodford Green, Regno Unito
EUR 139,70
Quantità: 1 disponibili
Aggiungi al carrelloCondizione: As New. Unread book in perfect condition.
Da: Asano Bookshop, Nagoya, AICHI, Giappone
EUR 125,76
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Aggiungi al carrelloCondizione: Brand New. This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism and explains its importance in teaching and learning. The authors present the core concepts of dialogism as a social theory of language and consider the implications of these ideas for pedagogy.
Da: moluna, Greven, Germania
EUR 127,49
Quantità: 1 disponibili
Aggiungi al carrelloCondizione: New.
Lingua: Inglese
Editore: Channel View Publications Aug 2016, 2016
ISBN 10: 1783096217 ISBN 13: 9781783096213
Da: AHA-BUCH GmbH, Einbeck, Germania
EUR 157,42
Quantità: 1 disponibili
Aggiungi al carrelloBuch. Condizione: Neu. Neuware - This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.