
Socializing Intelligence Through Academic Talk and Dialogue
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Content
- Intro
- Acknowledgments
- Introduction: Talk, Learning, and Teaching
- Prologue: Problematizing Classroom Talk
- Section 1: Effects of Dialogic Participation in and Beyond the Classroom
- Section 2: Dialogic Classroom Cultures
- Section 3: Dialogue in the Digital Age
- Section 4: Theoretical and Methodological Accounts of Learning and Development Through Dialogue
- Section 5: Scaling Dialogic Practice Through Teacher Development
- Epilogue: Discussion Chapters
- References
- Prologue: The Study of Classroom Discourse: Early History and Current Developments
- Section 1: Effects of Dialogic Participation in and Beyond the Classroom
- 3 Dialogue-Intensive Pedagogies for Promoting Reading Comprehension: What We Know, What We Need to Know
- 4 Effective Classroom Talk Is Reading Comprehension Instruction
- 5 Social and Cognitive Development During Collaborative Reasoning
- 6 Developing Norms of Discourse
- 7 An Exploration of Teacher Practices in Relation to Profiles of Small-Group Dialogue
- 8 The Role of Dialogue in Philosophy for Children
- 9 "Scaling Down" to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study
- 10 The Effects of Cognitive Acceleration
- Section 2: Dialogic Classroom Cultures
- 11 Uncertainty and Scientific Progress in Classroom Dialogue
- 12 Discussing Argumentative Texts as a Traditional Jewish Learning Practice
- 13 The Right to Speak
- 14 Discursive Cultures of Learning in (Everyday) Mathematics Teaching: A Video-Based Study on Mathematics Teaching in German and Swiss Classrooms
- Section 3: Dialogue in the Digital Age
- 15 Accountable Talk and Learning in Popular Culture: The Game/Affinity Paradigm
- 16 Introducing Online Dialogues in Co-Located Classrooms: If, Why, and How
- 17 Computer-Supported Academically Productive Discourse
- 18 How Technology Is Broadening the Nature of Learning Dialogues
- Section 4: Theoretical and Methodological Accounts of Learning and Development Through Dialogue
- Chapter 19: Why All This Talk About Talking Classrooms? Theorizing the Relation Between Talking and Learning
- The Talking Classroom: The Basic Question
- A Common Answer: Why It Is Unsatisfactory and What We Need to Find a Better One
- Preparing the Tools: Theorizing the Relation Between Talking and Learning
- Using the Tools: What Forms of Talk Can Promote Learning?
- Notes
- References
- Chapter 20: Classroom Talk Sequences and Learning
- Contribution Sequences
- Hypotheses About Sequences
- Type 1: IRE
- Type 2: IRF
- Type 3: IRQA
- Type 4: IRRE and IRRF
- Discussion
- Other Aspects of Learning in Participation
- Note
- References
- Chapter 21: Dialogue Patterns in Peer Collaboration That Promote Learning
- Our Learning Perspective, Framework, and Examples of Dialogue Patterns
- A Framework for Engagement Activities and the Constructive-Active-Passive Hypothesis
- A Variety of Dialogue Patterns in the CAP Framework
- Collaborative Learning Data
- Individual Partner's Learning Within Constructive-Passive
- Dialogue Pattern Determines Amount of Learning
- Why Collaborative Learning Is Not Always Better Than Individual Learning
- Conclusions
- Acknowledgment
- Note
- References
- Chapter 22: Accounting for Socializing Intelligence With the Knowledge-Learning-Instruction Framework
- KLI Framework
- Knowledge Components in CASE
- Is Classroom Talk a Demonstration of Learning?
- Can Hypothesized KCs Produce Improvement on Transfer Assessments?
- Deep Learning Takes Time and Repetition in Varied Contexts
- Need for Learning Process Data
- Discussion and Conclusions
- Alternative Hypothesis: Is Intelligence Improved?
- Hugging for Thinking Skills, Bridging for Domain Principles
- Necessary and Unnecessary Features of Dialogic Instruction
- Explaining Long-Term Transfer: Status and Future Research
- Notes
- References
- Methodological Accounts
- Chapter 23: What Sociolinguistics and Machine Learning Have to Say to Each Other About Interaction Analysis
- Machine Learning: Toward Conceptual Tools for Effective Use
- Operationalization of Culture Change
- Moving Forward
- Acknowledgment
- References
- Chapter 24: Statistical Discourse Analysis
- Addressing Analytic Difficulties With Statistical Discourse Analysis
- Overall Data Set Issues
- Dependent Variable Issues
- Explanatory Variable Issues
- Three Studies
- Example 1: Modeling Students' New Ideas and Justifications
- Example 2: Pivotal Moments During Online Forums
- Example 3: Teacher Reflections and Practice
- Discussion
- Limitations
- Future Research
- Acknowledgment
- Note
- References
- Chapter 25: Improving Teaching at Scale: Design for the Scientific Measurement and Learning of Discourse Practice
- Measurement Considerations in Historical Perspective
- The Analyzing Teaching Moves Guide
- Measurement Considerations for the ATM Guide
- Why Focus on Discourse?
- The ATM Guide as a Tool for Teacher Learning
- Teacher Learning Considerations for the Design of the ATM Guide
- Using Visualizations to Communicate Teaching Constructs
- Conclusion
- Notes
- References
- Theoretical Accounts
- Section 5: Scaling Dialogic Practice Through Teacher Development
- 26 Teacher Dialogue That Supports Collaborative Learning in the Classroom
- 27 Conceptualizing Talk Moves as Tools: Professional Development Approaches for Academically Productive Discussions
- 28 Positioning Novice Teachers as Agents in Learning Teaching
- 29 Orchestrating Productive Mathematical Discussions: Helping Teachers Learn to Better Incorporate Student Thinking
- 30 Sequencing Academically Productive Talk in English Language Arts
- 31 The Challenges of Scale
- 32 Embedding Dialogic Teaching in the Practice of a Large School System
- Epilogue
- 33 Dialogic Pedagogy at Scale: Oblique Perspectives
- 34 Talking to Learn: The Promise and Challenge of Dialogic Teaching
- Name Index
- Subject Index
- About the Contributors
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