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Learning Relationships in the Classroom - 9780415173735
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Product Details
Author:
Dorothy Faulkner, Karen Littleton, Martin Woodhead
Format:
Paperback
Pages:
330
Publisher:
Taylor & Francis (September 24, 1998)
Language:
English
ISBN-13:
9780415173735
ISBN-10:
0415173736
Weight:
21.625oz
Dimensions:
6.125" x 9.1875"
File:
TAYLORFRANCIS-TayFran_260730050354430-20260730.xml
Folder:
TAYLORFRANCIS
List Price:
$54.99
Case Pack:
10
As low as:
$52.24
Publisher Identifier:
P-CRC
Discount Code:
H
Audience:
College/higher education
Country of Origin:
United States
Pub Discount:
30
Imprint:
Routledge
Overview
This reader explores the nature of interactions between children and their teachers in the classroom. It emphasises the importance of such relationships for children's learning and for educational practice.
Part 1 looks at different cultural conceptions of the teacher-learner relationship, and how this relates to schooling, cognitive development and the aquisition of knowledge.
Part 2 takes a closer look at the role of language and dialogue in interactions between adults and children in classrooms.
Part 3 describes research by developmental psychologists on peer interaction and collaborative learning, and discusses how it has advanced our understanding of how children learn from each other.
Part 4 considers the implications of classroom-based collaborative learning initiatives and the potential for creating 'communities of enquiry' which change how we think about knowledge acquisition.
Part 1 looks at different cultural conceptions of the teacher-learner relationship, and how this relates to schooling, cognitive development and the aquisition of knowledge.
Part 2 takes a closer look at the role of language and dialogue in interactions between adults and children in classrooms.
Part 3 describes research by developmental psychologists on peer interaction and collaborative learning, and discusses how it has advanced our understanding of how children learn from each other.
Part 4 considers the implications of classroom-based collaborative learning initiatives and the potential for creating 'communities of enquiry' which change how we think about knowledge acquisition.
