Literaturnachweis - Detailanzeige
| Sonst. Personen | Thwaite, Anne (Hrsg.); Simpson, Alyson (Hrsg.); Jones, Pauline (Hrsg.) |
|---|---|
| Titel | Dialogic pedagogy. Discourse in contexts from pre-school to university. |
| Quelle | Abingdon, Oxon: Routledge (2023) |
| Reihe | Routledge research in education |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781032284095 (gebundene Ausgabe); 9781032284101 (Taschenbuch); 9781003296744 (E-Book) |
| Schlagwörter | Interaction analysis in education; Communication in education; Language and education; Bildungstheorie; Bildungspraxis |
| Abstract | Part 1. Theoretical framework -- Research into dialogic pedagogy through the lens of educational linguistics / Alyson Simpson, Anne Thwaite and Pauline Jones -- Classroom discourse analysis / Anne Thwaite -- Part 2. Dialogic pedagogy in early childhood contexts -- Perceiving, labelling and knowing : the multimodal dialogic routine used to mediate educational meanings in Montessori early years classrooms / Susan Feez -- The contribution of 'sustained shared thinking' to successful literacy transitions in English curriculum / Pauline Jones and Iram Siraj -- "We're going to do it together" : dialogic discourse with young children in Western Australia / Anne Thwaite -- Part 3. Dialogic pedagogy in primary school contexts -- Dialogicality as embodied multimodal communication in primary schools / Christine Edwards-Groves and Christina Davidson -- Scaffolding dialogue with marginalised students in the middle years / Helen Harper and Bronwyn Parkin -- The changing patterns of classroom interaction : teacher interventions in students' creative collaboration in makerspaces / Kristiina Kumpulainen, Anu Kajamaa and Jasmiina Leskinen -- Part 4. Dialogic pedagogy in secondary school contexts -- Writing talk : investigating metalinguistic dialogue about written texts / Debra Myhill and Ruth Newman -- Street smarts : a developing critical thinking talk framework for adolescents / Maree Davies, Simon Esling and Patrick Girard -- When monologue isn't : towards a linguistic description of Alexander's six principles / Erika Matruglio -- Part 5. Dialogic pedagogy in tertiary education contexts -- Dialogic pedagogy : blended learning in initial teacher education / Alyson Simpson and Tinjia Wang -- A dialogic approach to teacher professional development / Carol Bignell -- Dialogic dimensions of seminars in higher education / Marion Heron -- Collaborative knowledge building : the dynamic life of ideas in online discussion forums / Janine Delahunty, Pauline Jones and Irina Verenikina -- Epilogue / Robin Alexander -- Appendix 1.Transcription conventions. "Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use, and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration from Alexander and other theorists, they employ a fine-grained and analytic approach to the exploration of their data. The authors make use of the linguistic tools and models of language in society, in order to examine the turn-by-turn unfolding of the interaction. The authors relate their insights from disparate forms of linguistic analysis to elements of Alexander's (2020) dialogic framework, situating the discourse in its contexts and discussing the pedagogical implications of the linguistic choices at play. In presenting this work from a range of situations and perspectives the authors strive to demonstrate how dialogic discourse plays out in educational contexts across the world. The book aims to foster further research in this direction and to inspire educators to explore dialogic discourse for themselves. It will be of interest to a wide audience, including literacy researchers, linguists, teachers and teacher educators, as well as graduate students"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/1/01 |
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