Abstract
New Directions for Child and Adolescent DevelopmentVolume 2018, Issue 162 p. 7-10 Review Introduction: Relationships Between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts† Valeska Grau, Valeska Grau Pontificia Universidad Católica de ChileSearch for more papers by this authorDavid Whitebread, David Whitebread University of CambridgeSearch for more papers by this author Valeska Grau, Valeska Grau Pontificia Universidad Católica de ChileSearch for more papers by this authorDavid Whitebread, David Whitebread University of CambridgeSearch for more papers by this author First published: 31 October 2018 https://doi.org/10.1002/cad.20258 † The proposal of this special issue was funded by the British Academy, through their Partnership and Mobility Scheme, and through CONICYT, Fondecyt Project No. 11130500. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume2018, Issue162Special Issue: Relationships between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational ContextsWinter 2018Pages 7-10 RelatedInformation
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: New directions for child and adolescent development
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
