LEADER 04251oam 2200709I 450 001 9910828092603321 005 20230725044919.0 010 $a1-135-18838-6 010 $a1-135-18839-4 010 $a1-282-57612-7 010 $a9786612576126 010 $a0-203-86351-8 024 7 $a10.4324/9780203863510 035 $a(CKB)2550000000006725 035 $a(EBL)481037 035 $a(OCoLC)609600969 035 $a(SSID)ssj0000435809 035 $a(PQKBManifestationID)12140726 035 $a(PQKBTitleCode)TC0000435809 035 $a(PQKBWorkID)10426059 035 $a(PQKB)10550113 035 $a(SSID)ssj0000359193 035 $a(PQKBManifestationID)12132109 035 $a(PQKBTitleCode)TC0000359193 035 $a(PQKBWorkID)10380508 035 $a(PQKB)11449863 035 $a(MiAaPQ)EBC481037 035 $a(Au-PeEL)EBL481037 035 $a(CaPaEBR)ebr10370232 035 $a(CaONFJC)MIL257612 035 $a(OCoLC)609600969 035 $a(EXLCZ)992550000000006725 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEducational dialogues $eunderstanding and promoting productive interaction /$fedited by Karen Littleton and Christine Howe 210 1$aLondon ;$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (369 p.) 300 $aDescription based upon print version of record. 311 $a0-415-46216-9 311 $a0-415-46215-0 327 $aBook Cover; Title; Copyright; Contents; Illustrations; Contributors; Acknowledgements; Introduction; Part I Productive dialogue; Introduction; Chapter 1 Knowing and arguing in a panel debate: Speaker roles and responsivity to others; Appendix Transcription legend; Chapter 2 Peer dialogue and cognitive development: A two-way relationship?; Chapter 3 Productive interaction as agentic participation in dialogic enquiry; Chapter 4 Can you think with me?: The social and cognitive conditions and the fruits of learning; Part II Understanding productive interaction in specific curricular contexts 327 $aIntroductionChapter 5 The role of discourse in learning science; Chapter 6 Argumentation and mathematics; Chapter 8 Philosophy for Children as dialogic teaching; Part III Social context; Introduction; Chapter 9 More helpful as problem than solution: Some implications of situating dialogue in classrooms; Chapter 10 Dialogue enhancement in classrooms: Towards a relational approach for group working; Chapter 11 Gender, collaboration and children's learning; Chapter 12 Change in urban classroom culture and interaction; Appendix Transcription conventions 327 $aPart IV Promoting productive educational dialoguesIntroduction; Chapter 13 The significance of educational dialogues between primary school children; Chapter 14 Teaching and learning disciplinary knowledge: Developing the dialogic space for an answer when there isn't even a question; Chapter 15 Dialogue and teaching thinking with technology: Opening, expanding and deepening the 'inter-face'; Chapter 16 Collaborative learning of computer science concepts; Appendix JPie technical overview; Index 330 $aEducational 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 interact 606 $aInteraction analysis in education 606 $aCommunication in education 615 0$aInteraction analysis in education. 615 0$aCommunication in education. 676 $a370.15 676 $a371.102/2 701 $aHowe$b Christine$0888110 701 $aLittleton$b Karen$0724859 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910828092603321 996 $aEducational dialogues$94011780 997 $aUNINA