| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An investigation of museum educators' questioning during field trips
|
Tigert, Johanna M.
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PA |
p.
|
artikel
|
| 2 |
Building intersubjectivity in blended problem-solving tasks
|
Beraldo, Rossana
|
|
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|
PA |
p.
|
artikel
|
| 3 |
Children on the move: Guided participation in travel activities
|
Farstad, Ida Engan
|
|
|
|
PA |
p.
|
artikel
|
| 4 |
Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making
|
Twiner, A.
|
|
|
|
PA |
p.
|
artikel
|
| 5 |
Corrigendum to “Teaching for the 21st century: A case for dialogic pedagogy” [Learning, Culture and Social Interaction 20 (June 2019) 170–178]
|
Teo, Peter
|
|
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|
PA |
p.
|
artikel
|
| 6 |
Dialogic teaching of controversial public issues in a Chinese middle school
|
Shi, Yuchen
|
|
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|
PA |
p.
|
artikel
|
| 7 |
Double stimulation for collaborative transformation of agricultural systems: The role of models for building agency
|
Vänninen, Irene
|
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|
PA |
p.
|
artikel
|
| 8 |
Editorial Board
|
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|
|
PA |
p.
|
artikel
|
| 9 |
Editorial Board
|
|
|
|
|
PA |
p.
|
artikel
|
| 10 |
Establishing joint attention with multimodal resources in lingua franca guided tours
|
Hosoda, Yuri
|
|
|
|
PA |
p.
|
artikel
|
| 11 |
Guided reading – Working within a child's zone of proximal development
|
Nicholas, Maria
|
|
|
|
PA |
p.
|
artikel
|
| 12 |
How does dialogical talk promote student learning during small group work? An exploratory study
|
Díez-Palomar, Javier
|
|
|
|
PA |
p.
|
artikel
|
| 13 |
How do Korean children learn to say no to adults? A Hallidayan sequel to Vygotsky's unfinished theory of emotions
|
Kellogg, David
|
|
|
|
PA |
p.
|
artikel
|
| 14 |
I cry, therefore I am: An anthropological study of babies' interactions
|
Müller, Fernanda
|
|
|
|
PA |
p.
|
artikel
|
| 15 |
Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study
|
Afacan, Kemal
|
|
|
|
PA |
p.
|
artikel
|
| 16 |
Language skills and social contact among students with intellectual disabilities in special needs schools
|
Hofmann, Verena
|
|
|
|
PA |
p.
|
artikel
|
| 17 |
Learners as phenomena: Expansive inquiry as students embody water particles
|
Keifert, Danielle
|
|
|
|
PA |
p.
|
artikel
|
| 18 |
Learning, development and ageing as relational and contextual processes
|
Tartas, Valérie
|
|
|
|
PA |
p.
|
artikel
|
| 19 |
Learning to manage diabetes using a flash glucose monitoring device at a summer camp: A collective appropriation process
|
Danesi, Giada
|
|
|
|
PA |
p.
|
artikel
|
| 20 |
Leveraging dilemmas as a pedagogical tool for novice youth worker learning
|
Van Steenis, Erica
|
|
|
|
PA |
p.
|
artikel
|
| 21 |
Making sense of sensing: Scaffolding community knowledge in an online informal scientific engagement
|
Ekman, Karin
|
|
|
|
PA |
p.
|
artikel
|
| 22 |
Partners in learning: ‘An exploration of multi-cultural faculty and Emirati students' perspectives of university learning experiences’
|
Singh, Herveen
|
|
|
|
PA |
p.
|
artikel
|
| 23 |
Perezhivaniya in L2 learning and motivation from a sociocultural perspective: A qualitative analysis of retrospective L2 learning essays
|
Kim, Tae-Young
|
|
|
|
PA |
p.
|
artikel
|
| 24 |
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors
|
Huijboom, Fred
|
|
|
|
PA |
p.
|
artikel
|
| 25 |
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
|
Vasalampi, Kati
|
|
|
|
PA |
p.
|
artikel
|
| 26 |
Quality of dialogue and emotion regulation in contentious discussions in higher education
|
Firer, Efrat
|
|
|
|
PA |
p.
|
artikel
|
| 27 |
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers
|
Lehesvuori, Sami
|
|
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|
PA |
p.
|
artikel
|
| 28 |
Seeing by proxy: Specifying “professional vision”
|
Carlin, Andrew P.
|
|
|
|
PA |
p.
|
artikel
|
| 29 |
Situating video as context for teacher learning
|
Danish, Joshua A.
|
|
|
|
PA |
p.
|
artikel
|
| 30 |
Socially shared metacognition in a project-based learning environment: A comparative case study
|
Lobczowski, Nikki G.
|
|
|
|
PA |
p.
|
artikel
|
| 31 |
Student participatory role profiles in collaborative science learning: Relation of within-group configurations of role profiles and achievement
|
Heinimäki, Olli-Pekka
|
|
|
|
PA |
p.
|
artikel
|
| 32 |
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education
|
Chian, M.M.
|
|
|
|
PA |
p.
|
artikel
|
| 33 |
The micro-politics of co-creation: Augmenting analyses of ‘relational agency’ in local education partnerships with the ‘documentary conversation analysis’
|
Schmachtel, Stefanie
|
|
|
|
PA |
p.
|
artikel
|
| 34 |
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction
|
Henry, Alastair
|
|
|
|
PA |
p.
|
artikel
|
| 35 |
Together with my playmates: Preschoolers' peer relationships and interactions in small group settings
|
Wang, Y.-L.
|
|
|
|
PA |
p.
|
artikel
|
| 36 |
Unrecognized contradictions are opportunities lost: Refocusing attention for learning
|
Nawab, Ali
|
|
|
|
PA |
p.
|
artikel
|
| 37 |
Why restorative justice works in schools: An investigation into the interactional dynamics of restorative circles
|
Marcucci, Olivia
|
|
|
|
PA |
p.
|
artikel
|
| 38 |
“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning
|
Näykki, Piia
|
|
|
|
PA |
p.
|
artikel
|
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