Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Elisa Calcagni"'
Publikováno v:
Language and Education. 37:186-211
Dialogic approaches based on active student participation, open, respectful discussion, exploring and critiquing different perspectives are increasingly found to support student learning. However, ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7dd795a40a8b5d3a0fc503e613623f43
https://doi.org/10.1080/09500782.2021.1956943
https://doi.org/10.1080/09500782.2021.1956943
Publikováno v:
Teaching and Teacher Education. 126:104067
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1fb8c0350e09be6c6d66d09674fa9a73
https://doi.org/10.1016/j.tate.2023.104067
https://doi.org/10.1016/j.tate.2023.104067
Publikováno v:
Review of Education. 9
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b660f72b96d954bdc1563ed4eb10934f
https://doi.org/10.1002/rev3.3294
https://doi.org/10.1002/rev3.3294
Publikováno v:
Review of Education. 9
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::691943b9093e7600743918b43cd0d6e8
https://doi.org/10.1002/rev3.3269
https://doi.org/10.1002/rev3.3269
Publikováno v:
Teachers Talking about their Classrooms ISBN: 9780429355622
Teachers Talking about their Classrooms
Teachers Talking about their Classrooms
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::95fe4c83ae4df57dc6b27e9e7e0fac92
https://doi.org/10.4324/9780429355622-4
https://doi.org/10.4324/9780429355622-4
Autor:
Valeska Grau, Elisa Calcagni, Mónica Cortez, Daniela Gómez, Gladys Díaz, Carolina Araya, David D. Preiss
Publikováno v:
Teachers Talking about their Classrooms ISBN: 9780429355622
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e1e1f973bca35bea3294423db2519b1f
https://doi.org/10.4324/9780429355622-5
https://doi.org/10.4324/9780429355622-5
Publikováno v:
Reimagining Professional Development in Schools ISBN: 9780429293337
This chapter explores a professional development approach that involves embedding teacher inquiry in day-to-day practice within a context of whole-school development. The central focus for teachers is on the investigation and enhancement of classroom
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d6802d020010f9272639b56cfe7fcc2d
https://doi.org/10.4324/9780429293337-8
https://doi.org/10.4324/9780429293337-8
Publikováno v:
New Directions for Child and Adolescent Development. 2018:115-136
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f48d7a9bafc2e1a77c7458aa7b9a3227
https://doi.org/10.1002/cad.20260
https://doi.org/10.1002/cad.20260
Autor:
Elisa Calcagni, Leonardo Lago
Publikováno v:
Learning, Culture and Social Interaction. 18:1-12
This theoretical article focuses on the dialogic teaching literature in an effort to build an integrative framework. We deem this necessary amidst an expanding field that still lacks a common vocabulary and means for integrating and comparing availab
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f038f4abdd400cf6c0b2ddb966334e51
https://doi.org/10.1016/j.lcsi.2018.03.001
https://doi.org/10.1016/j.lcsi.2018.03.001
Publikováno v:
New directions for child and adolescent development. 2018(162)
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::f1635d4e8cbfc159da1966c8695ec541
https://pubmed.ncbi.nlm.nih.gov/30393932
https://pubmed.ncbi.nlm.nih.gov/30393932