000			05333cam a2200841Ia 4500
001			ocm51028539
003			OCoLC
005			20190114101347.0
006			m o d
007			cr cn|||||||||
008			021118s1999 enka ob 001 0 eng d
040			_aN$T _beng _epn _cN$T _dOCLCQ _dOCLCG _dOCLCQ _dFTU _dTUU _dOCLCQ _dTNF _dOCLCQ _dZCU _dOCLCQ _dOCLCF _dNLGGC _dYDXCP _dOCLCQ _dCOCUF _dZ5A _dPIFBR _dOCLCQ _dHEBIS _dOCLCO _dU3W _dLUE _dYT1 _dOCLCA _dVTS
019			_a991903659
020			_a9780511605895 _q(electronic bk.)
020			_a0511605897 _q(electronic bk.)
020			_a0511011954 _q(electronic bk.)
020			_a9780511011955 _q(electronic bk.)
020			_a9780511151941 _q(electronic bk.)
020			_z0521631335 _q(hb)
020			_z0521637252 _q(pbk.)
020			_a0511151942 _q(electronic bk.)
029	1		_aDEBBG _bBV043112003
029	1		_aDEBSZ _b422456829
029	1		_aGBVCP _b800907175
035			_a(OCoLC)51028539 _z(OCoLC)991903659
050		4	_aLB1060 _b.W457 1999eb
072		7	_aEDU _x009000 _2bisacsh
082	0	4	_a370.15/23 _221
049			_aMAIN
100	1		_aWells, C. Gordon.
245	1	0	_aDialogic inquiry : _btowards a sociocultural practice and theory of education / _cGordon Wells.
260			_aCambridge ; _aNew York : _bCambridge University Press, _c1999.
300			_a1 online resource (xx, 370 pages) : _billustrations.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aLearning in doing
504			_aIncludes bibliographical references (pages 339-354) and indexes.
505	0		_apt. I. Establishing the theoretical framework. The complementary contributions of Halliday and Vygotsky to a "Language-based theory of learning" -- In search of knowledge -- Discourse and knowing in the classroom -- pt. II. Discourse, learning, and teaching. Text, talk, and inquiry: schooling as semiotic apprenticeship -- Putting a tool to different uses: a reevaluation of the IRF sequence -- From guessing to predicting: progressive discourse in the learning and teaching of science -- Using the tool-kit of discourse in the activity of learning and teaching -- Making meaning with text: a genetic approach to the mediating role of writing -- pt. III. Learning and teaching in the zpd. On learning with and from our students -- The zone of proximal development and its implications for learning and teaching -- Appendix I. -- A social constructivist model of learning and teaching -- Appendix II. -- Categories for the analysis of discourse.
588	0		_aPrint version record.
520			_aCounter For more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M.A.K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers. -- Publisher description.
590			_aOCLC _bWorldCat Holdings
590			_aeBooks on EBSCOhost _bAll EBSCO eBooks
600	1	0	_aVygotski�i, L. S. _q(Lev Semenovich), _d1896-1934.
600	1	7	_aVygotski�i, L. S. _q(Lev Semenovich), _d1896-1934. _2fast _0(OCoLC)fst00112375
600	1	7	_aVygotskij, Lev S. _d1896-1934 _2gnd
650		0	_aLearning, Psychology of.
650		0	_aLanguage and education.
650		0	_aEducational sociology.
650		0	_aInquiry (Theory of knowledge)
650		7	_aEDUCATION _xEducational Psychology. _2bisacsh
650		7	_aEducational sociology. _2fast _0(OCoLC)fst00903596
650		7	_aInquiry (Theory of knowledge) _2fast _0(OCoLC)fst00973795
650		7	_aLanguage and education. _2fast _0(OCoLC)fst00992142
650		7	_aLearning, Psychology of. _2fast _0(OCoLC)fst00995009
650		7	_aLernpsychologie _2gnd
650		7	_aUnterricht _2gnd
650		7	_aDialog _2gnd
650		7	_aErziehung _2gnd
650		7	_aDialogisches Prinzip _2gnd
650	1	7	_aLeerprocessen. _2gtt
650	1	7	_aDidactiek. _2gtt
655		4	_aElectronic books.
776	0	8	_iPrint version: _aWells, C. Gordon. _tDialogic inquiry. _dCambridge ; New York : Cambridge University Press, 1999 _z0521631335 _w(DLC) 98039349 _w(OCoLC)39624865
830		0	_aLearning in doing.
856	4	0	_uhttp://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=72904
938			_aEBSCOhost _bEBSC _n72904
938			_aYBP Library Services _bYANK _n2591256
938			_aYBP Library Services _bYANK _n2617352
938			_aYBP Library Services _bYANK _n3278428
938			_aYBP Library Services _bYANK _n2300039
994			_a92 _bGRPAT
999			_c138466 _d138466