Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing

Autor: Backman, Ylva, Reznitskaya, Alina, Gardelli, Viktor, Wilkinson, Ian A. G.

Publikováno v: Written Communication. 40:555-585

Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5fa19eaacc0ebf1ad5ff00a1c04283d6
https://doi.org/10.1177/07410883221148664

The Snowball Phenomenon: Spread of Ways of Talking and Ways of Thinking across Groups of Children

Autor: Anderson, Richard C., Nguyen-Jahiel, Kim, McNurlen, Brian, Archodidou, Anthi, Kim, So-young, Reznitskaya, Alina, Tillmanns, Maria, Gilbert, Laurie

Publikováno v: Cognition and Instruction, 2001 Jan 01. 19(1), 1-46.

Externí odkaz: https://www.jstor.org/stable/3233905

DIALOGIC TEACHING: Rethinking Language Use During Literature Discussions

Autor: Reznitskaya, Alina

Publikováno v: The Reading Teacher, 2012 Apr 01. 65(7), 446-456.

Externí odkaz: https://www.jstor.org/stable/41853053

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Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?

Autor: Bråten, Ivar, Muis, Krista R, Reznitskaya, Alina

Publikováno v: Bråten, Ivar Muis, Krista R Reznitskaya, Alina . Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?. Educational Psychologist. 2017, 52(4), 253-269
Educational Psychologist

Externí odkaz: http://hdl.handle.net/10852/60446
https://www.duo.uio.no/bitstream/handle/10852/60446/4/Submitted_Paper_EP_Final_May_2017.pdf