Relationships between classroom dialogue and support for metacognitive, self-regulatory development in educational contexts
By: Valeska Grau, David Whitehead, editors
Series: New directions for child and adolescent development; New directions for child and adolescent development -- no. 162
Publisher: Jossey-Bass
Published: 2018
Place of publication: San Francisco
Language: eng
Number of pages: 150
Subjects: Metacognition in children; Communication in education; Interaction analysis in education
Notes: Includes bibliographical references.
Table of contents: title: 1. Introduction: Relationships Between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts / Valeska Grau, David Whitebread; title: 2. Socially Shared Regulation of Learning and Quality of Talk: Age Differences in Collaborative Group Work in Classroom Contexts / Valeska Grau, Amaya Lorca, Carolina Araya, Sofia Urrutia, Dominga Rios, Pietro Montagna, Miguel Ibaceta; title: 3. The Role of Regulatory, Social, and Dialogic Dynamics on Young Children's Productive Collaboration in Group Problem Solving / Deborah Pino-Pasternak, David Whitebread, Dave Neale; title: 4. The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge / Antonia Larrain, Paulina Freire, Valeska Grau, Patricia Lopez, Ignacia Salvat, Maximiliano Silva, Vicente Gastellu; title: 5. The Role of Teacher Regulatory Talk in Students' Self-Regulation Development Across Cultures / Pablo E. Torres, David Whitebread, Ros McLellan; title: 6. Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study / David D. Preiss, Valeska Grau, David Torres Irribarra, Elisa Calcagni; title: 7. Commentary: Relationships Between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts / David Whitebread, Valeska Grau, Matthew P Somerville.