Titlebook: Dialogic Learning; Shifting Perspective Jos Linden,Peter Renshaw Book 2004 Springer Science+Business Media Dordrecht 2004 Elaboration.cogni

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Dialogic Learning in the Multi-Ethnic Classroomor and taught the other students. In both modes, Dutch students, although a minority in the classroom, dominated the interaction. Non-native students appeared to have a preference for the symmetric interaction mode. We interpret the dialogic positions taken by the students as ways to express their identities..

AVERT

生銹

Studying Peer Interaction from Three Perspectivest aspects of peer interaction are combined. It is suggested that this framework is especially useful for the evaluation and design of collaborative learning tasks that are meant to provoke and sustain a productive peer interaction

性別

Working Together on Assignmentsom three different perspectives: social interaction, division of time and mathematical level raising. Integrating the three perspectives brings into focus the complexity of settings, in which students regulate their social and cognitive activities

guardianship

The Social Regulation of Cognitiond to the classroom setting, the third category of studies suggests that autobiographical memory is a fundamental component of social regulation phenomena. Overall, these findings support a “social psychology of cognition”, which is discussed in the last section of this chapter.

小歌劇

ELATE

Palpitation

Morbid

Third Space in Cyberspaceto build on the cultural resources and experiences of the youth by engaging in a dialogic process of planning, negotiating, implementing, reflecting and renegotiating the program with participants and a range of stakeholders. Our observations suggest a complex interaction between indigeneity and cyb

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