Commentary: Relationships between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts

Autor/inn/en	Whitebread, David; Grau, Valeska; Somerville, Matthew P.
Titel	Commentary: Relationships between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts
Quelle	In: New Directions for Child and Adolescent Development, (2018) 162, S.137-150 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cad.20257
Schlagwörter	Stellungnahme; Correlation; Metacognition; Cross Cultural Studies; Teaching Methods; Classroom Communication; Role; Dialogs (Language); Elementary School Students; Elementary School Teachers; Teacher Student Relationship; Skill Development; Foreign Countries; Chile; United Kingdom + Suchen Sie Ihr Suchwort? Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Rollen; Dialog; Dialogs; Dialogue; Dialogues; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Großbritannien
Abstract	As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two quite different cultural contexts) originally supported by a British Academy International Partnership and Mobility grant to the two editors. These articles extend the work originally reported in Whitebread, Mercer, Howe & Tolmie (2013), bringing together a number of research traditions to develop our understanding of the contribution of dialogic processes in primary classrooms to the development of children's self-regulation. This commentary is intended to locate the present studies within the pre-existing research literature, to indicate the significant contributions made, and to pose an agenda for future research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01