āĻāĻ āĻāĻŦā§āĻāĻāĻ¨ā§° āĻŦāĻŋāĻˇā§ā§
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.
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 h...
āĻ āĻ§āĻŋāĻ āĻŦāĻŋāĻāĻžā§°āĻŋ āĻĒāĻžāĻāĻ
āĻ˛āĻŋāĻāĻā§° āĻŦāĻŋāĻˇāĻ¯āĻŧā§
Dorothy Faulkner, Karen Littleton, Martin Woodhead
Dorothy Faulkner, Karen Littleton, Martin Woodhead
āĻāĻ āĻāĻŦā§āĻāĻāĻ¨āĻ āĻŽā§āĻ˛ā§āĻ¯āĻžāĻāĻāĻ¨ āĻā§°āĻ
āĻāĻŽāĻžāĻ āĻāĻĒā§āĻ¨āĻžā§° āĻŽāĻ¤āĻžāĻŽāĻ¤ āĻāĻ¨āĻžāĻāĻāĨ¤
āĻĒāĻĸāĻŧāĻžā§° āĻ¨āĻŋāĻ°ā§āĻĻā§āĻļāĻžā§ąāĻ˛ā§
āĻ¸ā§āĻŽāĻžā§°ā§āĻāĻĢâāĻ¨ āĻā§°ā§ āĻā§āĻŦāĻ˛ā§āĻ
Android āĻā§°ā§ iPad/iPhoneā§° āĻŦāĻžāĻŦā§ Google Play Books āĻāĻĒāĻā§ āĻāĻ¨āĻˇā§āĻāĻ˛ āĻā§°āĻāĨ¤ āĻ āĻ¸ā§āĻŦāĻ¯āĻŧāĻāĻā§āĻ°āĻŋāĻ¯āĻŧāĻāĻžā§ąā§ āĻāĻĒā§āĻ¨āĻžā§° āĻāĻāĻžāĻāĻŖā§āĻā§° āĻ¸ā§āĻ¤ā§ āĻāĻŋāĻāĻ āĻšāĻ¯āĻŧ āĻā§°ā§ āĻāĻĒā§āĻ¨āĻŋ āĻ¯'āĻ¤ā§ āĻ¨āĻžāĻĨāĻžāĻāĻ āĻ¤'āĻ¤ā§āĻ āĻā§āĻ¨ā§ āĻ
āĻĄāĻŋāĻ
'āĻŦā§āĻ āĻ
āĻ¨āĻ˛āĻžāĻāĻ¨ āĻŦāĻž āĻ
āĻĢāĻ˛āĻžāĻāĻ¨āĻ¤ āĻļā§āĻ¨āĻŋāĻŦāĻ˛ā§ āĻ¸ā§āĻŦāĻŋāĻ§āĻž āĻĻāĻŋāĻ¯āĻŧā§āĨ¤
āĻ˛ā§āĻĒāĻāĻĒ āĻā§°ā§ āĻāĻŽā§āĻĒāĻŋāĻāĻāĻžā§°
āĻāĻĒā§āĻ¨āĻŋ āĻāĻŽā§āĻĒāĻŋāĻāĻāĻžā§°ā§° ā§ąā§āĻŦ āĻŦā§āĻ°āĻžāĻāĻāĻžā§° āĻŦā§āĻ¯ā§ąāĻšāĻžā§° āĻā§°āĻŋ Google PlayāĻ¤ āĻāĻŋāĻ¨āĻž āĻ
āĻĄāĻŋāĻ
'āĻŦā§āĻāĻ¸āĻŽā§āĻš āĻļā§āĻ¨āĻŋāĻŦ āĻĒāĻžā§°ā§āĨ¤
āĻ-ā§°ā§āĻĄāĻžā§° āĻā§°ā§ āĻ
āĻ¨ā§āĻ¯ āĻĄāĻŋāĻāĻžāĻāĻ
Kobo eReadersā§° āĻĻā§°ā§ āĻ-āĻāĻŋā§āĻžāĻāĻšā§ā§° āĻĄāĻŋāĻāĻžāĻāĻāĻ¸āĻŽā§āĻšāĻ¤ āĻĒā§āĻŋāĻŦāĻ˛ā§, āĻāĻĒā§āĻ¨āĻŋ āĻāĻāĻž āĻĢāĻžāĻāĻ˛ āĻĄāĻžāĻāĻ¨āĻ˛âāĻĄ āĻā§°āĻŋ āĻ¸ā§āĻāĻā§ āĻāĻĒā§āĻ¨āĻžā§° āĻĄāĻŋāĻāĻžāĻāĻāĻ˛ā§ āĻ¸ā§āĻĨāĻžāĻ¨āĻžāĻ¨ā§āĻ¤ā§°āĻŖ āĻā§°āĻŋāĻŦ āĻ˛āĻžāĻāĻŋāĻŦāĨ¤ āĻ¸āĻŽā§°ā§āĻĨāĻŋāĻ¤ āĻ-ā§°āĻŋāĻĄāĻžā§°āĻ˛ā§ āĻĢāĻžāĻāĻ˛āĻā§ āĻā§āĻ¨ā§āĻā§ āĻ¸ā§āĻĨāĻžāĻ¨āĻžāĻ¨ā§āĻ¤ā§° āĻā§°āĻŋāĻŦ āĻāĻžāĻ¨āĻŋāĻŦāĻ˛ā§ āĻ¸āĻšāĻžāĻ¯āĻŧ āĻā§āĻ¨ā§āĻĻā§ā§°āĻ¤ āĻĨāĻāĻž āĻ¸āĻŦāĻŋāĻļā§āĻˇ āĻ¨āĻŋā§°ā§āĻĻā§āĻļāĻžā§ąāĻ˛ā§ āĻāĻžāĻāĻāĨ¤
