4 | Digital Library of the Faculty of Arts Masaryk University

Studies
Title	Document
The dimensions of argumentative texts and their assessment \| [11]–44 Macagno, Fabrizio; Rapanta, Chrysi	PDF
Bewilderment as a pragmatic ingredient of teacher-student dialogic interactions \| [45]–61 Rapanta, Chrysi	PDF
Measuring production and comprehension of written arguments in upper-elementary grades \| [63]–84 Reznitskaya, Alina; Wilkinson, Ian A. G.	PDF
Are classroom discussions on controversial political issues in civic education lessons cognitively challenging? : a closer look at discussions with assigned positions \| [85]–100 Gronostay, Dorothee	PDF
Analysis of different categories of epistemic and metacognitive discourse in argumentation \| [101]–118 Av-Shalom, Na'ama Y.; Zimmerman, Randi M.; Chinn, Clark A.; Duncan, Ravit G.	PDF
Critical perspective taking : promoting and assessing online written argumentation for dialogic focus \| [119]–141 McNaughton, Stuart; Zhu, Tong; Rosedale, Naomi; Oldehaver, Jacinta; Jesson, Rebecca; Greenleaf, Cynthia	PDF
The role of the teacher in supporting students' epistemic thinking in dialogic argumentation : a case study \| [143]–171 Švaříček, Roman	PDF
Exploring teacher contributions to student argumentation quality \| [173]–198 Oyler, Joe	PDF
Three dimensions of dialogicity in dialogic argumentation \| [199]–219 Hähkiöniemi, Markus; Lehesvuori, Sami; Nieminen, Pasi; Hiltunen, Jenna; Jokiranta, Kaisa	PDF

Emerging researchers
Title	Document
A case of teacher and student mathematical problem-solving behaviors from the perspective of a cognitive-metacognitive framework \| [221]–243 Sözen Özdoğan, Sinem; Özçakır, Bilal; Orhan, Burcu	PDF