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Editorial notes: on dialogues and sequences.

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Title: Editorial notes: on dialogues and sequences.
Authors: Baker, Michael1 (AUTHOR) michael.baker@telecom-paris.fr, Reimann, Peter2 (AUTHOR)
Source: International Journal of Computer-Supported Collaborative Learning. Jun2024, Vol. 19 Issue 2, p131-136. 6p.
Subject Terms: *Teacher development, *Career development, *Teaching methods, *Discourse analysis, *Teacher role, Sequential analysis, Philosophy of science
Abstract: This document is an editorial from the International Journal of Computer-Supported Collaborative Learning. It discusses four papers in the journal that focus on tool-mediated dialogue in collaborative learning. The first two papers explore the concept of "noticing" in teachers' monitoring of students' activities and the use of dialogue as an object of reflection. The third and fourth papers analyze the role of nonverbal behavior in collaborative group engagement and the use of lag-sequential analysis in assessing knowledge building competencies. The editorial concludes by highlighting the evolving nature of CSCL research and the need for theories to keep up with changing methods and practices. [Extracted from the article]
Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Editorial notes: on dialogues and sequences.
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  Data: <searchLink fieldCode="AR" term="%22Baker%2C+Michael%22">Baker, Michael</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> michael.baker@telecom-paris.fr</i><br /><searchLink fieldCode="AR" term="%22Reimann%2C+Peter%22">Reimann, Peter</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Jun2024, Vol. 19 Issue 2, p131-136. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+analysis%22">Sequential analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+science%22">Philosophy of science</searchLink>
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  Data: This document is an editorial from the International Journal of Computer-Supported Collaborative Learning. It discusses four papers in the journal that focus on tool-mediated dialogue in collaborative learning. The first two papers explore the concept of "noticing" in teachers' monitoring of students' activities and the use of dialogue as an object of reflection. The third and fourth papers analyze the role of nonverbal behavior in collaborative group engagement and the use of lag-sequential analysis in assessing knowledge building competencies. The editorial concludes by highlighting the evolving nature of CSCL research and the need for theories to keep up with changing methods and practices. [Extracted from the article]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177993772
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        Value: 10.1007/s11412-024-09428-1
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      – Code: eng
        Text: English
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        PageCount: 6
        StartPage: 131
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      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Career development
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Discourse analysis
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      – SubjectFull: Teacher role
        Type: general
      – SubjectFull: Sequential analysis
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      – SubjectFull: Philosophy of science
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      – TitleFull: Editorial notes: on dialogues and sequences.
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              Text: Jun2024
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              Y: 2024
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