9789048165445 - dialogic learning: shifting perspectives to learning, instruction, and teaching (12 risultati)
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Da: Ria Christie Collections, Uxbridge, Regno UnitoRia Christie Collections
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Da: moluna, Greven, Germaniamoluna
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Da: Books Puddle, New York, NY, U.S.A.Books Puddle
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Condizione: New. pp. 272.
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Da: Revaluation Books, Exeter, Regno UnitoRevaluation Books
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Paperback. Condizione: Brand New. 276 pages. 9.00x6.00x0.62 inches. In Stock.
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Da: AHA-BUCH GmbH, Einbeck, GermaniaAHA-BUCH GmbH
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EUR 112,77
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Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms 'dialogue' and 'instruction' are brought together, because the former implies an emergent pr…ocess of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic 'we' and the community formed around 'our' and 'us' is the inevitable boundary that excludes 'them' and 'theirs'. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging - again an artful performance that is difficult to articulate in terms of specific teaching techniques.
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Da: Mispah books, Redhill, SURRE, Regno UnitoMispah books
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Paperback. Condizione: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
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Da: Brook Bookstore On Demand, Napoli, NA, ItaliaBrook Bookstore On Demand
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Condizione: new. Questo è un articolo print on demand.
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Da: Basi6 International, Irving, TX, U.S.A.Basi6 International
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Condizione: Brand New. New. US edition. Print on demand title. Delivery takes 20-25 days. Excellent Customer Service.
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Da: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, GermaniaBuchWeltWeit Ludwig Meier e.K.
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EUR 106,99
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Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms 'dialogue' and 'instruction' are brought together, because the former implie…s an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic 'we' and the community formed around 'our' and 'us' is the inevitable boundary that excludes 'them' and 'theirs'. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging - again an artful performance that is difficult to articulate in terms of specific teaching techniques. 276 pp. Englisch.
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Da: Majestic Books, Hounslow, Regno UnitoMajestic Books
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EUR 151,83
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Condizione: New. Print on Demand pp. 272 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.
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Da: Biblios, frankfurt am main, HESSE, GermaniaBiblios
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EUR 153,00
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Condizione: New. PRINT ON DEMAND pp. 272.
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Da: buchversandmimpf2000, Emtmannsberg, BAYE, Germaniabuchversandmimpf2000
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EUR 106,99
EUR 60,00 spedizioneSpedito da Germania a U.S.A.Quantità: 1 disponibili
Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ¿dialogue¿ and ¿instruction¿ are brought together, because the former implies an… emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ¿we¿ and the community formed around ¿our¿ and ¿us¿ is the inevitable boundary that excludes ¿them¿ and ¿theirs¿. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging ¿ again an artful performance that is difficult to articulate in terms of specific teaching techniques.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 276 pp. Englisch.
