Ference Marton, Amy B M Tsui, Pakey P M Chik

Classroom Discourse and the Space of Learning

• Gebundenes Buch

Produktbeschreibung

Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The book explicates the necessary conditions for successful learning and employs investigations of classroom discourse data to

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 254
• Erscheinungstermin: 22. Januar 2004
• Englisch
• Abmessung: 229mm x 152mm x 16mm
• Gewicht: 513g
• ISBN-13: 9780805840087
• ISBN-10: 0805840087
• Artikelnr.: 40274038

Inhaltsangabe

Contents: Preface. Part I: On Learning and Language.F. Marton
U. Runesson
A.B.M. Tsui
The Space of Learning. Part II: On Learning.P.Y. Ko
F. Marton
Variation and the Secret of the Virtuoso. U. Runesson
I.A.C. Mok
Discernment and the Question "What Can Be Learned?" P.P.M. Chik
M.L. Lo
Simultaneity and the Enacted Object of Learning. Part III: On Language. A.B.M. Tsui
F. Marton
I.A.C. Mok
D.F.P. Ng
Questions and the Space of Learning. A.B.M. Tsui
The Semantic Enrichment of the Space of Learning. A.B.M. Tsui
The Shared Space of Learning. Part IV: On Improving Learning. M.L. Lo
F. Marton
M.F. Pang
W.Y. Pong
Toward a Pedagogy of Learning. Epilogue.

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Contents: Preface. Part I: On Learning and Language. F. Marton, U. Runesson, A.B.M. Tsui, The Space of Learning. Part II: On Learning. P.Y. Ko, F. Marton, Variation and the Secret of the Virtuoso. U. Runesson, I.A.C. Mok, Discernment and the Question "What Can Be Learned?" P.P.M. Chik, M.L. Lo, Simultaneity and the Enacted Object of Learning. Part III: On Language. A.B.M. Tsui, F. Marton, I.A.C. Mok, D.F.P. Ng, Questions and the Space of Learning. A.B.M. Tsui, The Semantic Enrichment of the Space of Learning. A.B.M. Tsui, The Shared Space of Learning. Part IV: On Improving Learning. M.L. Lo, F. Marton, M.F. Pang, W.Y. Pong, Toward a Pedagogy of Learning. Epilogue.

Rezensionen

"In focusing on a series of classroom studies where the critical role of language is closely examined, Marton and Tsui and their collaborating authors extend in important ways Marton's earlier studies using both empirical and conceptual arguments....I am not aware of any other book that addresses these particular issues with the kind of comprehensive theoretical framework which Marton and Tsui bring to this work. I particularly like the focus on classroom discourse and learning."
Gaalen Erickson
University of British Columbia