rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Dialogic Learning
    sub title: Shifting Perspectives to Learning, Instruction, and Teaching
  name:
    name part: Linden, Jos van der.
    role:
      role term: editor.
  name:
    name part: Renshaw, Peter.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: ne
    date issued: 2004
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: VIII, 263 p. online resource.
  abstract: Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ‘we’ and the community formed around ‘our’ and ‘us’ is the inevitable boundary that excludes ‘them’ and ‘theirs’. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging – again an artful performance that is difficult to articulate in terms of specific teaching techniques.
  table of contents: Introduction. Dialogic teaching, learning and instruction: Theoretical roots and analytical frameworks -- Part I: Dialogic Learning: Culture And Identity. Dialogic learning in the multi-ethnic classroom: Cultural resources and modes of collaboration. Third space in cyberspace: Indigenous youth, new technologies and literacies. Making sense through participation: Social differences in learning and identity development. Diverse voices, dialogue and intercultural learning in a second language classroom. Learning to plan: A study of reflexivity and discipline in modern pedagogy -- Part II: Dialogic Learning: Multiple Perspectives On The Social Construction Of Knowledge. Studying peer interaction from three perspectives: The example of collaborative concept learning. Working together on assignments: Multiple analysis of learning events. On participating in communities of practice: Cases from science classrooms. Dynamics of coordination in collaboration. The social regulation of cognition: From colour identification in the Stroop Task to classroom performances. Shared and unshared knowledge resources: The collaborative analysis of a classroom case by pre-service teachers -- Epilogue. Notes on classroom practices, dialogicality, and the transformation of learning -- Index.
  note: edited by Jos van der Linden, Peter Renshaw.
  subject:
    topic: Psychology
  subject:
    topic: Teaching
  subject:
    topic: Personality
  subject:
    topic: Social psychology
  subject:
    topic: Psychology
  subject:
    topic: Psychology, general
  subject:
    topic: Learning & Instruction
  subject:
    topic: Personality and Social Psychology
  subject:
    topic: Teaching and Teacher Education
  classification: BF1-990
  classification: 150
  related item:
    title info:
      title: Springer eBooks
  identifier: 9781402019319
  identifier: http://dx.doi.org/10.1007/1-4020-1931-9
  record info:
    record creation date: 100301
    record change date: 20151204182446.0
    record identifier: 978-1-4020-1931-9