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  • Educational communication consists of two simultaneous and interdependent processes: (i) in the first process the teacher attempts to effectively convey the meaning to pupils while using adequate verbal and non-verbal messages (Chesebro, McCroskey, 1998), and paralinguistic features. Their explanation focuses both on content and on the process of describing of the content, and it comprises both verbal and visual messages; (ii) in the second process pupils actively enter the process of the construction of meaning and through their interaction with information their ascribe significance to the meanings (McCallum, Hargreaves, Gipps, 2000). To this aim, pupils use clarification strategies (Civikly, 1992; Darling, 1989).
  • Educational communication consists of two simultaneous and interdependent processes: (i) in the first process the teacher attempts to effectively convey the meaning to pupils while using adequate verbal and non-verbal messages (Chesebro, McCroskey, 1998), and paralinguistic features. Their explanation focuses both on content and on the process of describing of the content, and it comprises both verbal and visual messages; (ii) in the second process pupils actively enter the process of the construction of meaning and through their interaction with information their ascribe significance to the meanings (McCallum, Hargreaves, Gipps, 2000). To this aim, pupils use clarification strategies (Civikly, 1992; Darling, 1989). (en)
Title
  • Interaction of Teachers’ Explanations with Pupils’ Clarifying Strategies
  • Interaction of Teachers’ Explanations with Pupils’ Clarifying Strategies (en)
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  • Interaction of Teachers’ Explanations with Pupils’ Clarifying Strategies
  • Interaction of Teachers’ Explanations with Pupils’ Clarifying Strategies (en)
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  • RIV/00216224:14210/12:00057772!RIV13-GA0-14210___
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  • explanation; clarifying strategies; educational communication (en)
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  • 14210
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