Vol. 24, No. 4 (2019)

Studia paedagogica

Obsah čísla

Editorial

Editorial
Alina Reznitskaya, Roman Švaříček
PDF (English)
5-10

Studies

The Dimensions of Argumentative Texts and Their Assessment
Fabrizio Macagno, Chrysi Rapanta
PDF (English)
11-44
Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions
Chrysi Rapanta
PDF (English)
45-61
Measuring Production and Comprehension of Written Arguments in Upper-Elementary Grades
Alina Reznitskaya, Ian A. G. Wilkinson
PDF (English)
63-84
Are Classroom Discussions on Controversial Political Issues in Civic Education Lessons Cognitively Challenging? A Closer Look at Discussions with Assigned Positions
Dorothee Gronostay
PDF (English)
85-100
Analysis of Different Categories of Epistemic and Metacognitive Discourse in Argumentation
Na’ama Y. Av-Shalom, Randi M. Zimmerman, Clark A. Chinn, Ravit G. Duncan
PDF (English)
101-118
Critical Perspective Taking: Promoting and Assessing Online Written Argumentation for Dialogic Focus
Stuart Mcnaughton, Tong Zhu, Naomi Rosedale, Jacinta Oldehaver, Rebecca Jesson, Cynthia Greenleaf
PDF (English)
119-141
The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study
Roman Švaříček
PDF (English)
143-171
Exploring Teacher Contributions to Student Argumentation Quality
Joe Oyler
PDF (English)
173-198
Three Dimensions of Dialogicity in Dialogic Argumentation
Markus Hähkiöniemi, Sami Lehesvuori, Pasi Nieminen, Jenna Hiltunen, Kaisa Jokiranta
PDF (English)
199-219

Emerging Researchers

A Case of Teacher and Student Mathematical Problem-Solving Behaviors from the Perspective of a Cognitive-Metacognitive Framework
Sinem Sozen Ozdogan, Bilal Ozçakir, Burcu Orhan
PDF (English)
221-243