Introduction: Relationships Between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts

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dc.catalogadordfo
dc.contributor.authorGrau Cárdenas, Valeska Valentina
dc.contributor.authorWhitebread, D.
dc.date.accessioned2024-04-16T20:48:14Z
dc.date.available2024-04-16T20:48:14Z
dc.date.issued2018
dc.description.funderFONDECYT
dc.fuente.origenHistorial Académico
dc.fuente.origenORCID
dc.identifier.citationGrau, V, Whitebread, D.. Introduction: Relationships Between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts. New Directions for Child and Adolescent Development. 2018;(162):7-10.
dc.identifier.doi10.1002/cad.20258
dc.identifier.eissn1534-8687
dc.identifier.urihttps://doi.org/10.1002/cad.20258
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85147
dc.identifier.wosidWOS:000468588900001
dc.information.autorucEscuela de Psicología; Grau Cardenas Valeska Valentina; 0000-0002-4487-838X; 10537
dc.issue.numero162
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final10
dc.pagina.inicio7
dc.revistaNew Directions for Child and Adolescent Development
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleIntroduction: Relationships Between Classroom Dialogue and Support for Metacognitive, Self-Regulatory Development in Educational Contexts
dc.typeartículo de revisión
sipa.codpersvinculados10537
sipa.trazabilidadHistorial Académico;09-07-2021
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