Info
Dialogic inquiry : towards a sociocultural practice and theory of education / / Gordon Wells [[electronic resource]]
| Dialogic inquiry : towards a sociocultural practice and theory of education / / Gordon Wells [[electronic resource]] |
| Autore | Wells C. Gordon |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 1999 |
| Descrizione fisica | 1 online resource (xx, 370 pages) : digital, PDF file(s) |
| Disciplina | 370.15/23 |
| Collana | Learning in doing : social, cognitive and computational perspectives |
| Soggetto topico |
Learning, Psychology of
Language and education Educational sociology Inquiry (Theory of knowledge) |
| ISBN |
1-107-11563-9
0-511-60589-7 0-511-05101-8 0-511-30210-X 0-511-17299-0 0-511-15194-2 0-521-63133-5 1-280-42027-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction and acknowledgments ---- Part I. Establishing the Theoretical Framework. 1. The complementary contributions of Halliday and Vygotsky to a 'language-based theory of learning' --- 2. In search of knowledge --- 3. Discourse and knowing ---- Part II. Discourse, Learning and Teaching: 4. Text, talk and inquiry: schooling as semiotic apprenticeship. 5. Putting a tool to different uses: a re-evalution of the IRF sequence --- 6. From guessing to prediction: progressive discourse in the learning and teaching of science --- 7. Using the tool-kit of discourse in the activity of learning and teaching --- 8. Making meaning with text: a genetic approach to the mediating role of writing ---- Part III. Learning and Teaching in the Zone of Proximal Development. 9. On learning with and from our students --- 10. The zone of proximal development and its implications for learning and teaching. |
| Record Nr. | UNINA-9910455321303321 |
Wells C. Gordon
|
||
| Cambridge : , : Cambridge University Press, , 1999 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dialogic inquiry : towards a sociocultural practice and theory of education / / Gordon Wells [[electronic resource]]
| Dialogic inquiry : towards a sociocultural practice and theory of education / / Gordon Wells [[electronic resource]] |
| Autore | Wells C. Gordon |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 1999 |
| Descrizione fisica | 1 online resource (xx, 370 pages) : digital, PDF file(s) |
| Disciplina | 370.15/23 |
| Collana | Learning in doing : social, cognitive and computational perspectives |
| Soggetto topico |
Learning, Psychology of
Language and education Educational sociology Inquiry (Theory of knowledge) |
| ISBN |
1-107-11563-9
0-511-60589-7 0-511-05101-8 0-511-30210-X 0-511-17299-0 0-511-15194-2 0-521-63133-5 1-280-42027-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction and acknowledgments ---- Part I. Establishing the Theoretical Framework. 1. The complementary contributions of Halliday and Vygotsky to a 'language-based theory of learning' --- 2. In search of knowledge --- 3. Discourse and knowing ---- Part II. Discourse, Learning and Teaching: 4. Text, talk and inquiry: schooling as semiotic apprenticeship. 5. Putting a tool to different uses: a re-evalution of the IRF sequence --- 6. From guessing to prediction: progressive discourse in the learning and teaching of science --- 7. Using the tool-kit of discourse in the activity of learning and teaching --- 8. Making meaning with text: a genetic approach to the mediating role of writing ---- Part III. Learning and Teaching in the Zone of Proximal Development. 9. On learning with and from our students --- 10. The zone of proximal development and its implications for learning and teaching. |
| Record Nr. | UNINA-9910780090803321 |
|
Wells C. Gordon
|
||
| Cambridge : , : Cambridge University Press, , 1999 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The meaning makers [[electronic resource] ] : learning to talk and talking to learn / / Gordon Wells
| The meaning makers [[electronic resource] ] : learning to talk and talking to learn / / Gordon Wells |
| Autore | Wells C. Gordon |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Bristol ; ; Buffalo, NY, : Multilingual Matters, c2009 |
| Descrizione fisica | 1 online resource (356 p.) |
| Disciplina | 372.6 |
| Collana | New Perspectives on Language and Education |
| Soggetto topico |
Children - Language
Language acquisition Literacy Language arts |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-84769-927-8
1-282-46595-3 9786612465956 1-84769-200-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Contents -- Acknowledgements -- Prologue to the Second Edition -- Introduction to First Edition -- Notes on Transcriptions of Dialogue Extracts -- 1. The Children and Their Families -- 2. Learning to Talk: The Pattern of Development -- 3. Learning to Talk: The Construction of Language -- 4. Talking to Learn -- 5. From Home to School -- 6. Helping Children to Make Knowledge Their Own -- 7. Differences Between Children in Language and Learning -- 8. The Centrality of Literacy -- 9. The Children’s Achievement at Age 10 -- 10. The Sense of Story -- 11. A Functional Theory of Language Development -- 12. Toward Dialogue in the Classroom -- 13. The Interdependence of Practice and Theory -- Epilogue: Making Meaning Together -- Appendix 1: The Bristol Language Development Scale -- References -- Index |
| Record Nr. | UNINA-9910455041703321 |
|
Wells C. Gordon
|
||
| Bristol ; ; Buffalo, NY, : Multilingual Matters, c2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The meaning makers [[electronic resource] ] : learning to talk and talking to learn / / Gordon Wells
| The meaning makers [[electronic resource] ] : learning to talk and talking to learn / / Gordon Wells |
| Autore | Wells C. Gordon |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Bristol ; ; Buffalo, NY, : Multilingual Matters, c2009 |
| Descrizione fisica | 1 online resource (356 p.) |
| Disciplina | 372.6 |
| Collana | New Perspectives on Language and Education |
| Soggetto topico |
Children - Language
Language acquisition Literacy Language arts |
| Soggetto non controllato |
Bristol Study
Vygotsky child language development child literacy development classroom interaction language at home and at school meaning-making |
| ISBN |
1-84769-927-8
1-282-46595-3 9786612465956 1-84769-200-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Contents -- Acknowledgements -- Prologue to the Second Edition -- Introduction to First Edition -- Notes on Transcriptions of Dialogue Extracts -- 1. The Children and Their Families -- 2. Learning to Talk: The Pattern of Development -- 3. Learning to Talk: The Construction of Language -- 4. Talking to Learn -- 5. From Home to School -- 6. Helping Children to Make Knowledge Their Own -- 7. Differences Between Children in Language and Learning -- 8. The Centrality of Literacy -- 9. The Children’s Achievement at Age 10 -- 10. The Sense of Story -- 11. A Functional Theory of Language Development -- 12. Toward Dialogue in the Classroom -- 13. The Interdependence of Practice and Theory -- Epilogue: Making Meaning Together -- Appendix 1: The Bristol Language Development Scale -- References -- Index |
| Record Nr. | UNINA-9910778058703321 |
|
Wells C. Gordon
|
||
| Bristol ; ; Buffalo, NY, : Multilingual Matters, c2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||