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|a The Routledge international handbook of research on dialogic education /
|c edited by Neil Mercer, Rupert Wegerif and Louis Major.
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|a Abingdon, Oxon ;
|a New York, NY :
|b Routledge,
|c 2020.
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|c ©2020
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|a The Routledge international handbook series
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|a Includes bibliographical references and index.
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|a Towards a dialogic theory of education for the Internet age / Rupert Wegerif -- Dialogism and education / David Skidmore -- Who's talking? (and what does it mean for 'us'?) / Kim Davies and Peter Renshaw -- Educational processes and dialogical construction of self / Giuseppina Marsico, Luca Tateo, Ramon Cerqueira Gomes and Virgi̹nia Dazzani -- Linguistic ethnographic analysis of classroom dialogue / Adam Lefstein and Julia Snell -- Collaborative argumentation-based learning / Michael J. Baker, Jerry Andriessen and Baruch B. Schwarz -- Learning, discursive faultiness, and dialogic engagement / Anna Sfard -- Dialogic educational approaches in Ibero-American countries: a systematic mapping review / Juan Manuel Fernandez-Cardenas and Sergio Reyes-Angona -- Metatalk for dialogic turn in the first years of schooling / Christine Edwards-Groves and Christina Davidson -- Embedding a dialogic pedagogy in the classroom: what is the research telling us? / Frank Hardman -- Analysing student talk moves in whole-class teaching /Jan Hardman -- Visual learning analytics to support classroom discourse analysis for teacher professional learning and development / Gaowei Chen -- Classroom dialogue and student attainment: distinct roles for teacher-led and small-group interaction? / Christine Howe, Sara Hennessy and Neil Mercer -- Distinctively democratic discourse in classrooms / Susan Jean Mayer, Catherine O'Connor and Adam Lefstein -- Teachers' collaborative dialogues in contexts of lesson study / Peter Dudley and Maria Vrikki -- How dialogic teachers create the dialogic classroom: lessons from Japanese teachers / Kiyotaka Miyazaki -- Teacher professional development to support classroom dialogue: challenges and promises / Sara Hennessy and Maree Davies -- Designing professional development to support teachers' facilitation of argumentation / Alina Reznitskaya and Ian A.G. Wilkinson -- Attitudes towards dialogic teaching and the choice to teach: the role of preservice teachers' perceptions on their own school experience / Alexander Groschner, Miriam F. Jähne and Susi Klass -- Oracy education: the development of young people's spoken language skills / Neil Mercer, James Mannion and Paul Warwick -- A dialogic approach to understanding and promoting literacy practices in the primary classroom / Sylvia Rojas-Drummond -- Dialogue-intensive pedagogies for promoting literature thinking / Ian A.G. Wilkinson, Anna O. Soter, P. Karen Murphy and Sarah C. Lightner -- Reading as a transaction of meaning making: exploring the dialogic space between texts and readers / Fiona Maine -- Research on dialogic literary gatherings / Marta Soler Gallart -- Writing talk: developing metalinguistic understanding through dialogic teaching / Debra Myhill and Ruth Newman -- Mapping the terrain of dialogic literacy pedagogies / Maren Aukerman and Maureen Boyd -- 'Affordances for dialogue': the role of digital technology in supporting productive classroom talk / Louis Major and Paul Warwick -- Establishing and maintaining joint attention in classroom dialogues: digital technology, microblogging and ground rules / Ingvill Rasmussen, Anja Amundrud and Sten Ludgvigsen -- Designing a dialogic technology-enhanced pedagogy to support collaborative creativity / Manali Pifarre -- Researching the materiality of communication in an educational makerspace: the meaning of social objects / Kristiina Kumpulainen, Antti Rajala and Anu Kajamaa -- The polyphonic model of collaborative learning / Stefan Trausan-Matu -- Progressive dialogue in computer-supported collaborative knowledge building / Carol K.K. Chan, Yuyao Tong and Jan van Aalst -- Democratization and education: conditions and technology for dialogic transformative political education / Benzi Slakmon and Baruch Schwarz -- Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning / Judith Kleine Staarman and Jaume Ametller -- Triangulating identity, groups and objects: a university case / M. Beatrice Ligorio, Francesca Amenduni and Katherine McLay -- The details matter in mathematics classroom dialogue / Noreen M. Webb, Megan L. Franke, Marsha Ing, Nicholas C. Johnson and Joy Zimmerman -- The role of dialogue in science epistemic practices / Aik-Ling Tan and Kok Sing Tang -- The future of dialogic education: an opportunity and a challenge / Lauren B. Resnick, Melissa E. Libertus and Faith Schantz -- Dialogic thinking together towards abstract reasoning / Paul Webb -- Dialogue and shared cognition: an examination of student-student talk in the negotiation of mathematical meaning during collaborative problem solving / David Clarke and Man Ching Esther Chan -- Interactions and dialogue in education: dialogical tensions as resources or obstacles / Michele Grossen and Nathalie Muller Mirza -- Understanding conflict transformation dialogue through coding based on Buber and Rogers / Toshiyasu Tsuruhara and Hilary Cremin -- Creating an 'ethic of care' in a vertical tutor group: addressing student's challenges through dialogue / Rupert Higham and Hans De Vynck -- The power of a dialogical framework to articulate collaborative learning in the 21st century / Yifat Ben-David Kolikant and Sarah Pollack -- The potential of halaqah to be a transformative Islamic dialogic pedagogy / Farah Ahmed -- Exploring the impact of interactive groups: dialogic interactions involving families and community members / Ramon Flecha -- Dialogic pedagogy in a post-truth world / Robin Alexander.
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| 545 |
0 |
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|a Neil Mercer is Emeritus Professor of Education at the University of Cambridge, where he is also the Director of Oracy Cambridge: the Hughes Hall Centre for Effective Spoken Communication and a Life Fellow of the college Hughes Hall. Rupert Wegerif is Professor of Education at the University of Cambridge where he co-leads the Cambridge Educational Dialogue Research (CEDiR) Group. Louis Major is a Senior Research Associate at the University of Cambridge interested in the role of technology in supporting educational dialogue and interaction.
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| 588 |
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|a Description based on online resource; title from digital title page (viewed on October 25, 2019).
|
| 500 |
|
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|a Electronic resource.
|
| 650 |
|
0 |
|a Communication in education.
|0 http://id.loc.gov/authorities/subjects/sh85029062
|
| 650 |
|
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|a Teacher-student relationships.
|0 http://id.loc.gov/authorities/subjects/sh85132960
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| 655 |
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|a Electronic books.
|2 local
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| 700 |
1 |
|
|a Mercer, Neil,
|e editor.
|0 http://id.loc.gov/authorities/names/n84803286
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| 700 |
1 |
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|a Wegerif, Rupert,
|d 1959-
|e editor.
|0 http://id.loc.gov/authorities/names/n97022185
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| 700 |
1 |
|
|a Major, Louis,
|q (Louis Christopher),
|d 1985-
|e editor.
|0 http://id.loc.gov/authorities/names/no2019115381
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| 710 |
2 |
|
|a Taylor & Francis.
|0 http://id.loc.gov/authorities/names/n84073022
|
| 776 |
1 |
8 |
|i Print version:
|t The Routledge international handbook of research on dialogic education
|d Abingdon, Oxon ; New York, NY : Routledge, 2020.
|z 9781138338517
|w (DLC) 2019020961
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| 830 |
|
0 |
|a Routledge international handbook series.
|0 http://id.loc.gov/authorities/names/no2009070651
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| 856 |
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|u http://proxy.library.tamu.edu/login?url=https://www.taylorfrancis.com/books/9780429441677
|z Connect to the full text of this electronic book
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|a Texas A&M University
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