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Educational Dialogues: Understanding and Promoting Productive interaction
ISBN-13:
9780415462150
ISBN-10:
0415462150
Edition:
1
Author:
Karen Littleton, Christine Howe
Publication date:
2010
Publisher:
Routledge
Format:
Hardcover
368 pages
Category:
Vocational Guidance
,
Careers
,
Instruction Methods
,
Schools & Teaching
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Book details
ISBN-13:
9780415462150
ISBN-10:
0415462150
Edition:
1
Author:
Karen Littleton, Christine Howe
Publication date:
2010
Publisher:
Routledge
Format:
Hardcover
368 pages
Category:
Vocational Guidance
,
Careers
,
Instruction Methods
,
Schools & Teaching
Summary
Educational Dialogues: Understanding and Promoting Productive interaction (ISBN-13: 9780415462150 and ISBN-10: 0415462150), written by authors
Karen Littleton, Christine Howe, was published by Routledge in 2010.
With an overall rating of 3.5 stars, it's a notable title among other
Vocational Guidance
(Careers, Instruction Methods, Schools & Teaching) books. You can easily purchase or rent Educational Dialogues: Understanding and Promoting Productive interaction (Hardcover) from BooksRun,
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Description
Educational Dialogues provides a clear, accessible and well-illustrated case for the importance of dialogue and its significance for learning and teaching. The contributors characterise the nature of productive dialogues, to specify the conditions and pedagogic contexts within which such dialogues can most effectively be resourced and promoted.
Drawing upon a broad range of theoretical perspectives, this collection examines:
- theoretical frameworks for understanding teaching and learning dialogues
- teacher-student and student-student interaction in the curricular contexts of mathematics, literacy, science, ICT and philosophy
- the social contexts supporting productive dialogues
- implications for pedagogic design and classroom practice.
Bringing together contributions from a wide range of internationally renowned researchers, this book will form essential reading for all those concerned with the use of dialogue in educational contexts.
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