关于此电子书
Research Methods for Educational Dialogue provides an overview of the range of possibilities for researching various forms of educational dialogue, underpinned by a coherent theoretical foundation. The authors, Kershner, Hennessy, Wegerif and Ahmed offer an integrated understanding of different methodological approaches in this fast-growing area of education. The book includes critical discussion of a variety of methods for investigating the characteristics and quality of dialogues for individuals and groups of participants in different educational contexts. These include student-student, teacher-student and wider professional dialogues, conducted face-to-face, online or mediated by classroom technologies. The authors argue for the integration of ethical and methodological principles, and consider the potential for innovative research methods that are dialogic in themselves.
Including chapter commentaries from invited experts in the field, authentic research examples and a glossary of terms, this is essential reading for anyone looking to research in the area of educational dialogue.
Including chapter commentaries from invited experts in the field, authentic research examples and a glossary of terms, this is essential reading for anyone looking to research in the area of educational dialogue.
作者简介
Ruth Kershner is Lecturer in Psychology of Education and Primary Education, Faculty of Education, University of Cambridge, UK.
Sara Hennessy is Reader in Teacher Development and Pedagogical Innovation, Faculty of Education, University of Cambridge, UK.
Rupert Wegerif is Professor of Education, Faculty of Education, University of Cambridge, UK.
Ayesha Ahmed is Senior Teaching Associate, Faculty of Education, University of Cambridge, UK.
Sara Hennessy is Reader in Teacher Development and Pedagogical Innovation, Faculty of Education, University of Cambridge, UK.
Rupert Wegerif is Professor of Education, Faculty of Education, University of Cambridge, UK.
Ayesha Ahmed is Senior Teaching Associate, Faculty of Education, University of Cambridge, UK.
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