Vol.24,No.4(2019)
Studia paedagogica

Editorial

Editorial

5–10

Alina Reznitskaya, Roman Švaříček

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Studies

The Dimensions of Argumentative Texts and Their Assessment

11–44

Fabrizio Macagno, Chrysi Rapanta
https://doi.org/10.5817/SP2019-4-1

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Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions

45–61

Chrysi Rapanta
https://doi.org/10.5817/SP2019-4-2

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Measuring Production and Comprehension of Written Arguments in Upper-Elementary Grades

63–84

Alina Reznitskaya, Ian A. G. Wilkinson
https://doi.org/10.5817/SP2019-4-3

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Are Classroom Discussions on Controversial Political Issues in Civic Education Lessons Cognitively Challenging? A Closer Look at Discussions with Assigned Positions

85–100

Dorothee Gronostay
https://doi.org/10.5817/SP2019-4-4

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Analysis of Different Categories of Epistemic and Metacognitive Discourse in Argumentation

101–118

Na’ama Y. Av-Shalom, Randi M. Zimmerman, Clark A. Chinn, Ravit G. Duncan
https://doi.org/10.5817/SP2019-4-5

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Critical Perspective Taking: Promoting and Assessing Online Written Argumentation for Dialogic Focus

119–141

Stuart Mcnaughton, Tong Zhu, Naomi Rosedale, Jacinta Oldehaver, Rebecca Jesson, Cynthia Greenleaf
https://doi.org/10.5817/SP2019-4-6

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The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study

143–171

Roman Švaříček
https://doi.org/10.5817/SP2019-4-7

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Exploring Teacher Contributions to Student Argumentation Quality

173–198

Joe Oyler
https://doi.org/10.5817/SP2019-4-8

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Three Dimensions of Dialogicity in Dialogic Argumentation

199–219

Markus Hähkiöniemi, Sami Lehesvuori, Pasi Nieminen, Jenna Hiltunen, Kaisa Jokiranta
https://doi.org/10.5817/SP2019-4-9

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Emerging Researchers

A Case of Teacher and Student Mathematical Problem-Solving Behaviors from the Perspective of a Cognitive-Metacognitive Framework

221–243

Sinem Sozen Ozdogan, Bilal Ozçakir, Burcu Orhan
https://doi.org/10.5817/SP2019-4-10

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Issue Description

Editoři: Alina Reznitskaya, Roman Švaříček