Designing collaborative learning contexts

Theory into Practice

Volumn 41, Issue 1, 2002, Pages 26-32

  Palincsar, Annemarie Sullivan ^a   Herrenkohl, Leslie Rupert ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036004568     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4101_5     Document Type: Article

References (24)

1. Social organization factors in learning to read: The balance of rights hypothesis
2. Guided discovery in a community of learners
3. Guided, cooperative learning, and individual knowledge acquisition
4. Knowledge building as a mediator of conflict in conceptual change
5. Participant structures, scientific discourse, and student engagement in fourth grade
6. Developing scientific communities in classrooms: A sociocognitive approach
7. Thinking as argument
8. Science as argument: Implications for teaching and learning scientific thinking
9. Introduction
10. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
11. Classroom dialogues to promote self-regulated comprehension
12. First grade dialogues for knowledge acquisition and use
13. Participant structures and communicative competence: Warm springs children in community and classroom
14. Models of teaching and learning: Participation in a community of learners
15. Learning by collaborating: Converging conceptual change
16. Reciprocal teaching: A review of the research
17. Computer-supported intentional learning environments