Meaning-Making Through Dialogic Classroom Discourse in History Classes: Multi-Perspective Case Studies From a Teacher Professional Development Program

Miriam Moser, Matthias Zimmermann

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DOI: 10.1177/23522798241278284
Published: 2024-09-11
Container: The Journal of Social Studies Research
Publisher: SAGE Publications
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.1177/23522798241278284,
  title = {Meaning-Making Through Dialogic Classroom Discourse in History Classes: Multi-Perspective Case Studies From a Teacher Professional Development Program},
  author = {Miriam Moser and Matthias Zimmermann},
  year = {2024},
  journal = {The Journal of Social Studies Research},
  doi = {10.1177/23522798241278284},
  url = {https://doi.org/10.1177/23522798241278284}
}

RIS

TY  - JOUR
TI  - Meaning-Making Through Dialogic Classroom Discourse in History Classes: Multi-Perspective Case Studies From a Teacher Professional Development Program
AU  - Miriam Moser
AU  - Matthias Zimmermann
PY  - 2024
JO  - The Journal of Social Studies Research
DO  - 10.1177/23522798241278284
UR  - https://doi.org/10.1177/23522798241278284
ER  -

APA

Moser, M., & Zimmermann, M. (2024). Meaning-Making Through Dialogic Classroom Discourse in History Classes: Multi-Perspective Case Studies From a Teacher Professional Development Program. The Journal of Social Studies Research. https://doi.org/10.1177/23522798241278284

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crossref · retrieved 2026-09-26T00:40:47.620Z