Communication and Learning Revisited

Making Meaning Through Talk
1. Auflage 2021
ISBN: 978-0-367-69197-4
Verlag: Taylor & Francis

Buch, Englisch, 198 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 340 g

Reihe: Routledge Revivals

First published in 1995, Communication and Learning Revisited focuses on the importance and benefits of group dialogue in cooperative learning.

The book explores the use of group dialogue among students across a variety of disciplines and demonstrates how collaboration helps them to understand different concepts. It outlines cognitive and social strategies that can enhance collaboration and presents collaborative talk’s role in learning, setting forth a theoretical framework that draws upon the ideas of writers such as Vygotsky and Bakhtin.

Communication and Learning Revisited will appeal to those with an interest in teaching methods, classroom dialogue, and cooperative learning.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Barnes, Douglas

Todd, Frankie

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

Preface; 1: Talking and Learning; 2: Collaboration in the Groups; 3: Cognitive Strategies and Reflection in the Groups; 4: Managing Small Group Work in Class; 5: Studying Group Talk; 6: Making Meaning Through Talk; Appendix A: The Tasks; Appendix B: Interaction and Content Frames

Über Autor(innen)

Douglas Barnes was Reader in Education at the University of Leeds until his retirement in 1989, having moved to Leeds after seventeen years teaching English in high schools. His research into the role of spoken and written language in learning across the curriculum led to the publication of books such as Language, the Learner and the School, (as co-author), From Communication to Curriculum, Practical Curriculum Study, and the present volume.

Frankie Todd retired as Director of Continuing Professional Education and Head of that Department at the University of Leeds. Her published work includes research on planning professional development, a study of collaborative learning in higher education, and research on the role of dialogue in police professional learning in two Canadian cities.