This book shows the importance of a more socially grounded account on learning, instruction and teaching at and between different levels: meta-theory, theory, methods and educational practices. Three main questions are dealt with in the research presented in the book: 1. what are the affordances and constraints of a dialogic view of knowing, knowledge, and learning; 1. how useful it is to integrate contemporary learning mechanisms and concepts (like elaboration, metacognition) within a dialogic framework; 1. what are the educational implications of a dialogic view of knowing and learning. Both educational researchers and educational practitioners, such as teachers, will find many valuable ideas in this book that will help them.
