9783843393058 - dialogicity, teaching and learning: theoretical and empirical perspectives de al-mahrouqi, asma (6 resultados)
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Librería: preigu, Osnabrück, Alemaniapreigu
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Taschenbuch. Condición: 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: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot…]de | Anbieter: preigu.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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Taschenbuch. Condición: 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 sociocu…ltural 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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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, AlemaniaBuchWeltWeit Ludwig Meier e.K.
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Taschenbuch. Condición: 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.
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Librería: moluna, Greven, Alemaniamoluna
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Condición: 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 Educa…tion from the Institute of Arab.
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Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemaniabuchversandmimpf2000
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Taschenbuch. Condición: 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.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 79,00
Envío por EUR 61,94Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Taschenbuch. Condición: 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 l…earning 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.
