This thoroughly updated third edition provides students with an accessible overview of Vygotsky's work, combining reprints of key journal and text articles with rich editorial commentary, based on newly discovered archival material.
This thoroughly updated third edition provides students with an accessible overview of Vygotsky's work, combining reprints of key journal and text articles with rich editorial commentary, based on newly discovered archival material.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Harry Daniels is Professor of Education at the University of Oxford, UK.
Inhaltsangabe
Introduction: to the third edition 1. Minick N.J. (1987) The development of Vygotsky's thought: An introduction to Thinking and Speech. New York: Plenum. (edited and translated by N. Minick). pp17-35 2. Wertsch J. V. (2007) 'Mediation' in H. Daniels M. Cole and J. V. Wertsch (eds) The Cambridge Companion to Vygotsky. New York: Cambridge University Press pp. 178-92 3. Cole M. (1996) Putting Culture in the Middle Chapter 5 in Cole M. (1996) Cultural Psychology: A once and future discipline Cambridge Mass: Harvard University Press pp. 116 - 145 4. Engeström Y. & Sannino A. (2010). Studies of expansive learning: Foundations findings and future challenges. Educational Research Review 5(1) 1-24 5. Sawyer RK (2002). Unresolved tensions in sociocultural theory: Analogies with contemporary sociological debates. Culture & Psychology 8(3) 283-305 6.Mäkitalo A. & Säljö R. (2002). Talk in institutional context and institutional context in talk: Categories as situated practices. Text 22(1) 57-82 7. Edwards A. (2001). Researching pedagogy: a sociocultural agenda. Pedagogy Culture and Society 9(2) 161-186 8. Hedegaard M. (2014). The significance of demands and motives across practices in children's learning and development: An analysis of learning in home and school. Learning Culture and Social Interaction 3(3) 188-194 9. Hutchins E. (2010). Cognitive ecology. Topics in Cognitive Science 2(4) 705-715 10. Derry J. (2004). The unity of intellect and will: Vygotsky and Spinoza. Educational Review 56(2) 113-120 11. Smagorinsky P. (2011). Vygotsky's stage theory: The psychology of art and the actor under the direction of perezhivanie. Mind Culture and Activity 18(4) 319-341 12. Stetsenko A. (2009). Teaching-learning and development as activist projects of historical becoming: expanding Vygotsky's approach to pedagogy. Pedagogies: An International Journal 5(1) 6-16.
Introduction: to the third edition 1. Minick N.J. (1987) The development of Vygotsky's thought: An introduction to Thinking and Speech. New York: Plenum. (edited and translated by N. Minick). pp17-35 2. Wertsch J. V. (2007) 'Mediation' in H. Daniels M. Cole and J. V. Wertsch (eds) The Cambridge Companion to Vygotsky. New York: Cambridge University Press pp. 178-92 3. Cole M. (1996) Putting Culture in the Middle Chapter 5 in Cole M. (1996) Cultural Psychology: A once and future discipline Cambridge Mass: Harvard University Press pp. 116 - 145 4. Engeström Y. & Sannino A. (2010). Studies of expansive learning: Foundations findings and future challenges. Educational Research Review 5(1) 1-24 5. Sawyer RK (2002). Unresolved tensions in sociocultural theory: Analogies with contemporary sociological debates. Culture & Psychology 8(3) 283-305 6.Mäkitalo A. & Säljö R. (2002). Talk in institutional context and institutional context in talk: Categories as situated practices. Text 22(1) 57-82 7. Edwards A. (2001). Researching pedagogy: a sociocultural agenda. Pedagogy Culture and Society 9(2) 161-186 8. Hedegaard M. (2014). The significance of demands and motives across practices in children's learning and development: An analysis of learning in home and school. Learning Culture and Social Interaction 3(3) 188-194 9. Hutchins E. (2010). Cognitive ecology. Topics in Cognitive Science 2(4) 705-715 10. Derry J. (2004). The unity of intellect and will: Vygotsky and Spinoza. Educational Review 56(2) 113-120 11. Smagorinsky P. (2011). Vygotsky's stage theory: The psychology of art and the actor under the direction of perezhivanie. Mind Culture and Activity 18(4) 319-341 12. Stetsenko A. (2009). Teaching-learning and development as activist projects of historical becoming: expanding Vygotsky's approach to pedagogy. Pedagogies: An International Journal 5(1) 6-16.
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