Murakami Kyoko (71 results)

Paperback. Condition: Very Good. Dialogic Pedagogy: The Importance of Dialogue in Teaching and Learning (New Perspectives on Language and Education): 51 This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.…

paperback. Condition: Fine.

Paperback. Condition: Very Good. Shipped within 24 hours from our UK warehouse. Clean, undamaged book with no damage to pages and minimal wear to the cover. Spine still tight, in very good condition. Remember if you are not happy, you are covered by our 100% money back guarantee.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New.

Paperback. Condition: New. This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.…

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: As New. Unread book in perfect condition.

Condition: New.

Paperback. Condition: New. This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.…

Condition: As New. Unread book in perfect condition.

Condition: New.

Paperback. Condition: New. This collection introduces Activity Theory to the current generation of theorists and researchers. Originating in early Soviet psychology, suppressed by Stalin, and later rediscovered, this rich theoretical tradition and intellectual movement proliferated globally and developed in different directions across a variety of disciplines. However, until recently it remained "the best-held secret of academia" (Engeström 2009).Activity Theory presents a unique approach to studying the nature, origin, and development of human subjectivity. Its core proposition is that the mind cannot be reduced to individual brain or body functions, nor can be understood as a discursive or cultural phenomenon. Instead, Activity Theory posits that the mind emerges and develops inter-subjectively, and is internalized by individuals always embedded, along with their culture and language, in the context of object-oriented social practices. By refocusing the lens of inquiry from the individual onto the patterns of activity in which they move, this method illuminates a special reality-the materiality of human practice, which shapes the subject in ways that biological and cultural explanations cannot fully capture. This volume assembles current scholarship from prominent figures across diverse fields who share the Activity Theory approach. It presents their findings and reflects on Activity Theory's history, significance, and prospects. With contributions by David Bakhurst, Andy Blunden, Mikael Brunila, Juliano Camillo, Seth Chaiklin, Michael Cole, Brecht De Smet, Yrjö Engeström, Cathrine Hasse, Alex Levant, Miriam McSweeney, Cristiano Mattos, Kyoko Murakami, Bonnie Nardi, Vesa Oittinen, Juhana Rantavuori, André Machado Rodriguez, Annalisa Sannino, Anna Stetsenko, Katsuhiro Yamazumi.…

Condition: New. In English.

Condition: As New. Unread book in perfect condition.

Tankobon Hardcover. Condition: Brand New. Japanese language. 7.17x5.04x0.55 inches. In Stock.

Condition: New.

Paperback. Condition: New. This collection introduces Activity Theory to the current generation of theorists and researchers. Originating in early Soviet psychology, suppressed by Stalin, and later rediscovered, this rich theoretical tradition and intellectual movement proliferated globally and developed in different directions across a variety of disciplines. However, until recently it remained "the best-held secret of academia" (Engeström 2009).Activity Theory presents a unique approach to studying the nature, origin, and development of human subjectivity. Its core proposition is that the mind cannot be reduced to individual brain or body functions, nor can be understood as a discursive or cultural phenomenon. Instead, Activity Theory posits that the mind emerges and develops inter-subjectively, and is internalized by individuals always embedded, along with their culture and language, in the context of object-oriented social practices. By refocusing the lens of inquiry from the individual onto the patterns of activity in which they move, this method illuminates a special reality-the materiality of human practice, which shapes the subject in ways that biological and cultural explanations cannot fully capture. This volume assembles current scholarship from prominent figures across diverse fields who share the Activity Theory approach. It presents their findings and reflects on Activity Theory's history, significance, and prospects. With contributions by David Bakhurst, Andy Blunden, Mikael Brunila, Juliano Camillo, Seth Chaiklin, Michael Cole, Brecht De Smet, Yrjö Engeström, Cathrine Hasse, Alex Levant, Miriam McSweeney, Cristiano Mattos, Kyoko Murakami, Bonnie Nardi, Vesa Oittinen, Juhana Rantavuori, André Machado Rodriguez, Annalisa Sannino, Anna Stetsenko, Katsuhiro Yamazumi.…

Condition: As New. Unread book in perfect condition.

Paperback. Condition: Brand New. reprint edition. 253 pages. 9.00x6.00x0.75 inches. In Stock.

Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condition: New. pp. 256.

Condition: New. pp. 256.

Paperback. Condition: New. New Book, Direct from Publisher.

Paperback. Condition: New. This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.…

Paperback. Condition: Brand New. new edition. 430 pages. 8.27x5.83x1.54 inches. In Stock.

Condition: New. pp. 256.

Taschenbuch. Condition: Neu. Activity Theory | Alex Murakami Levant | Taschenbuch | 422 S. | Englisch | 2024 | ibidem-Verlag | EAN 9783838216508 | Verantwortliche Person für die EU: ibidem-Verlag, Leuschnerstr. 40, 30457 Hannover, info[at]ibidem-verlag[dot]de | Anbieter: preigu.

Paperback. Condition: New. This collection introduces Activity Theory to the current generation of theorists and researchers. Originating in early Soviet psychology, suppressed by Stalin, and later rediscovered, this rich theoretical tradition and intellectual movement proliferated globally and developed in different directions across a variety of disciplines. However, until recently it remained "the best-held secret of academia" (Engeström 2009).Activity Theory presents a unique approach to studying the nature, origin, and development of human subjectivity. Its core proposition is that the mind cannot be reduced to individual brain or body functions, nor can be understood as a discursive or cultural phenomenon. Instead, Activity Theory posits that the mind emerges and develops inter-subjectively, and is internalized by individuals always embedded, along with their culture and language, in the context of object-oriented social practices. By refocusing the lens of inquiry from the individual onto the patterns of activity in which they move, this method illuminates a special reality-the materiality of human practice, which shapes the subject in ways that biological and cultural explanations cannot fully capture. This volume assembles current scholarship from prominent figures across diverse fields who share the Activity Theory approach. It presents their findings and reflects on Activity Theory's history, significance, and prospects. With contributions by David Bakhurst, Andy Blunden, Mikael Brunila, Juliano Camillo, Seth Chaiklin, Michael Cole, Brecht De Smet, Yrjö Engeström, Cathrine Hasse, Alex Levant, Miriam McSweeney, Cristiano Mattos, Kyoko Murakami, Bonnie Nardi, Vesa Oittinen, Juhana Rantavuori, André Machado Rodriguez, Annalisa Sannino, Anna Stetsenko, Katsuhiro Yamazumi.…

Paperback. Condition: New. This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.…