Getting Dialogic Teaching into Classrooms: Making Change Possible, Seďovб Klбra, Salamounovб Zuzana, Svařнček Roman

Автор: Freise Matthias
Название: Inspired by Bakhtin: Dialogic Methods in the Humanities
ISBN: 1618117386 ISBN-13(EAN): 9781618117380
Издательство: Mare Nostrum (Eurospan)
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Цена: 96090.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Offers an examination of seven disciplines within the humanities field which underwent a fundamental transformation. In order to apply `exact` scientific methods, these disciplines turned away from their very subjects and took a revisionist approach based on the work of Mikhail Bakhtin, tracing the search for common and specific grounds of the humanities.

Автор: Seďovб Klбra, Salamounovб Zuzana, Svařнček Roman
Название: Getting Dialogic Teaching Into Classrooms: Making Change Possible
ISBN: 981159242X ISBN-13(EAN): 9789811592423
Издательство: Springer
Цена: 93160.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book contributes to our understanding how teachers can improve classroom dialogue and thereby boost student learning. The book reports the results of intervention research based on professional development program for teacher.

Автор: Marie-Cecile Bertau, Miguel M. Goncalves, Peter T. F. Raggatt
Название: Dialogic Formations: Investigations into the Origins and Development of the Dialogical Self
ISBN: 1623960355 ISBN-13(EAN): 9781623960353
Издательство: Mare Nostrum (Eurospan)
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Цена: 94250.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume understands itself as an invitation to follow a fundamental shift in perspective, away from the self-contained ‘I’ of Western conventions, and towards a relational self, where development and change are contingent on otherness. In the framework of ‘Dialogical Self Theory’ (Hermans & Hermans-Konopka, 2010; Hermans & Gieser, 2012), it is precisely the forms of interaction and exchange with others and with the world that determine the course of the self’s development.<br><br>The volume hence addresses dialogical processes in human interaction from a psychological perspective, bringing together previously separate theoretical traditions about the ‘self’ and about ‘dialogue’ within the innovative framework of Dialogical Self Theory. The book is devoted to developmental questions, and so broaches one of the more difficult and challenging topics for models of a pluralist self: the question of how the dynamics of multiplicity emerge and change over time. This question is explored by addressing ontogenetic questions, directed at the emergence of the dialogical self in early infancy, as well as microgenetic questions, addressed to later developmental dynamics in adulthood. Additionally, development and change in a range of culture-specific settings and practices is also examined, including the practices of mothering, of migration and cross-cultural assimilation, and of ‘doing psychotherapy’.|This volume understands itself as an invitation to follow a fundamental shift in perspective, away from the self-contained ‘I’ of Western conventions, and towards a relational self, where development and change are contingent on otherness. In the framework of ‘Dialogical Self Theory’ (Hermans & Hermans-Konopka, 2010; Hermans & Gieser, 2012), it is precisely the forms of interaction and exchange with others and with the world that determine the course of the self’s development.<br><br>The volume hence addresses dialogical processes in human interaction from a psychological perspective, bringing together previously separate theoretical traditions about the ‘self’ and about ‘dialogue’ within the innovative framework of Dialogical Self Theory. The book is devoted to developmental questions, and so broaches one of the more difficult and challenging topics for models of a pluralist self: the question of how the dynamics of multiplicity emerge and change over time. This question is explored by addressing ontogenetic questions, directed at the emergence of the dialogical self in early infancy, as well as microgenetic questions, addressed to later developmental dynamics in adulthood. Additionally, development and change in a range of culture-specific settings and practices is also examined, including the practices of mothering, of migration and cross-cultural assimilation, and of ‘doing psychotherapy’.

Автор: Marie-Cecile Bertau, Miguel M. Goncalves, Peter T. F. Raggatt
Название: Dialogic Formations: Investigations into the Origins and Development of the Dialogical Self
ISBN: 1623960371 ISBN-13(EAN): 9781623960377
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 50820.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume understands itself as an invitation to follow a fundamental shift in perspective, away from the self-contained ‘I’ of Western conventions, and towards a relational self, where development and change are contingent on otherness. In the framework of ‘Dialogical Self Theory’ (Hermans & Hermans-Konopka, 2010; Hermans & Gieser, 2012), it is precisely the forms of interaction and exchange with others and with the world that determine the course of the self’s development.<br><br>The volume hence addresses dialogical processes in human interaction from a psychological perspective, bringing together previously separate theoretical traditions about the ‘self’ and about ‘dialogue’ within the innovative framework of Dialogical Self Theory. The book is devoted to developmental questions, and so broaches one of the more difficult and challenging topics for models of a pluralist self: the question of how the dynamics of multiplicity emerge and change over time. This question is explored by addressing ontogenetic questions, directed at the emergence of the dialogical self in early infancy, as well as microgenetic questions, addressed to later developmental dynamics in adulthood. Additionally, development and change in a range of culture-specific settings and practices is also examined, including the practices of mothering, of migration and cross-cultural assimilation, and of ‘doing psychotherapy’.

Автор: Bloome, David (the Ohio State University, Usa) Newell, George Hirvela, Alan R Lin, Tzu-jung
Название: Dialogic literary argumentation in high school language arts classrooms
ISBN: 1138354643 ISBN-13(EAN): 9781138354647
Издательство: Taylor&Francis
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Цена: 148010.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature.

Автор: Mikhael Bakhtin (Michael Holquist, editor and tran
Название: The Dialogic Imagination: Four Essays
ISBN: 029271534X ISBN-13(EAN): 9780292715349
Издательство: Marston Book Services
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Цена: 36950.00 T
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Описание: These essays reveal Mikhail Bakhtin (1895-1975)--known in the West largely through his studies of Rabelais and Dostoevsky--as a philosopher of language, a cultural historian, and a major theoretician of the novel.

Автор: Seymour, Matthew , Thanos, Theresa , Newell, Geo
Название: Teaching Literature Using Dialogic Literary Argumentation in Secondary Schools
ISBN: 0367252201 ISBN-13(EAN): 9780367252205
Издательство: Taylor&Francis
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Цена: 148010.00 T
Наличие на складе: Невозможна поставка.
Описание: Introducing a new framework for teaching and learning literature in secondary schools, this book presents Dialogic Literary Argumentation as an inquiry-based approach to engage students in communicating and exploring ideas about literature.

Автор: Seymour, Matthew , Thanos, Theresa , Newell, Geo
Название: Teaching Literature Using Dialogic Literary Argumentation in Secondary Schools
ISBN: 0367252198 ISBN-13(EAN): 9780367252199
Издательство: Taylor&Francis
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Цена: 40820.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Introducing a new framework for teaching and learning literature in secondary schools, this book presents Dialogic Literary Argumentation as an inquiry-based approach to engage students in communicating and exploring ideas about literature.

Автор: Alexander
Название: The Dialogic Teaching Companion
ISBN: 1138570354 ISBN-13(EAN): 9781138570351
Издательство: Taylor&Francis
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Цена: 29590.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This practical handbook aims to support the work of all those who are interested in the dialogic teaching approach and improving the quality of teaching and learning, especially trainee and serving teachers, teacher educators, school leaders and researchers.

Автор: Alexander
Название: The Dialogic Teaching Companion
ISBN: 1138570346 ISBN-13(EAN): 9781138570344
Издательство: Taylor&Francis
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Цена: 163330.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This practical handbook aims to support the work of all those who are interested in the dialogic teaching approach and improving the quality of teaching and learning, especially trainee and serving teachers, teacher educators, school leaders and researchers.

Автор: Mijung Kim, Wolff-Michael Roth
Название: Dialogical Argumentation and Reasoning in Elementary Science Classrooms
ISBN: 9004392564 ISBN-13(EAN): 9789004392564
Издательство: Brill
Цена: 131500.00 T
Наличие на складе: Невозможна поставка.
Описание: Science educators have come to recognize children’s reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children’s argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.

Автор: Mijung Kim, Wolff-Michael Roth
Название: Dialogical Argumentation and Reasoning in Elementary Science Classrooms
ISBN: 9004392556 ISBN-13(EAN): 9789004392557
Издательство: Brill
Цена: 59770.00 T
Наличие на складе: Невозможна поставка.
Описание: Science educators have come to recognize children’s reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children’s argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.