An afterword by Jacqueline Goodnow suggests new directions for sociocultural research and education. The intended audience is composed of developmental, educational, and cognitive psychologists, along with advanced students in developmental and educational psychology. This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory.
An afterword by Jacqueline Goodnow suggests new directions for sociocultural research and education. The intended audience is composed of developmental, educational, and cognitive psychologists, along with advanced students in developmental and educational psychology.This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Norris Minick is Assistant Professor of Communicative Sciences and Disorders in the School of Speech at Northwestern University. Ellice A. Forman is Assistant Professor in the School of Education at the University of Pittsburgh. C. Addison Stone is Professor and Head of the Program on Learning Disabilities in the Department of Communication Sciences and Disorders at Northwestern University.
Inhaltsangabe
* PART 1: Discourse and Learning in Classroom Practice * 1: L.C. Moll and K.F. Whitmore: Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction * 2: A.S. Palinscar, A.L. Brown and J.C. Campione: First-Grade Dialogues for Knowledge Acquisition and Use * 3: G.M. Chang and G. Wells: The Dynamics of Discourse * 4: P. Cobb, T. Wood and E. Yackel: Discourse, Mathematical Thinking, and Classroom Practice * 5: P. Griffin, A. Belyaeva and G. Soldatova: Creating and Reconstituting Contexts: Educational Interactions Including a Computer Program * A Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition: A Commentary on Part 1 * PART II: Interpersonal Relations in Formal and Informal Education * 6: C.A. Stone: What's Missing in the Metaphor of Scaffolding * 7: B.E. Litowitz: Deconstruction in the Zone of Proximal Development * 8: C.B. Cazden: Vygotsky, Hymes and Bakhtin: From Word to Development * 9: E.A. Forman and J.A. McPhail: A Vygotskian Perspective on Children's Collaborative Problem-Solving Activities * 10: B. Rogoff et al.: Toddlers' Guided Participation with Their Caregivers in Cultural Activity * Away from Internalization: A Commentarty on Part II * PART III: The Sociocultural Institutions of Formal and Informal Education * 11: R. Tharp: The Institutional and Social Context of Educational Practice and Reform * 12: A. Nicolopoulou and M. Cole: The Fifth Dimension, its Play-World, and its Institutional Contexts: The Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning * 13: R. Gallimore: Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy * 14: J.V. Wersch, P. Tulviste and F.A. Hagstrom: A Sociocultural Approach to Agency * The Interface between Sociocultural and Psychological Aspects of Cognition: A Commentary on Part III
* PART 1: Discourse and Learning in Classroom Practice * 1: L.C. Moll and K.F. Whitmore: Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction * 2: A.S. Palinscar, A.L. Brown and J.C. Campione: First-Grade Dialogues for Knowledge Acquisition and Use * 3: G.M. Chang and G. Wells: The Dynamics of Discourse * 4: P. Cobb, T. Wood and E. Yackel: Discourse, Mathematical Thinking, and Classroom Practice * 5: P. Griffin, A. Belyaeva and G. Soldatova: Creating and Reconstituting Contexts: Educational Interactions Including a Computer Program * A Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition: A Commentary on Part 1 * PART II: Interpersonal Relations in Formal and Informal Education * 6: C.A. Stone: What's Missing in the Metaphor of Scaffolding * 7: B.E. Litowitz: Deconstruction in the Zone of Proximal Development * 8: C.B. Cazden: Vygotsky, Hymes and Bakhtin: From Word to Development * 9: E.A. Forman and J.A. McPhail: A Vygotskian Perspective on Children's Collaborative Problem-Solving Activities * 10: B. Rogoff et al.: Toddlers' Guided Participation with Their Caregivers in Cultural Activity * Away from Internalization: A Commentarty on Part II * PART III: The Sociocultural Institutions of Formal and Informal Education * 11: R. Tharp: The Institutional and Social Context of Educational Practice and Reform * 12: A. Nicolopoulou and M. Cole: The Fifth Dimension, its Play-World, and its Institutional Contexts: The Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning * 13: R. Gallimore: Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy * 14: J.V. Wersch, P. Tulviste and F.A. Hagstrom: A Sociocultural Approach to Agency * The Interface between Sociocultural and Psychological Aspects of Cognition: A Commentary on Part III
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