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Original Essays | September 18, 2014

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Vygotskian Perspectives on Literacy Research : Constructing Meaning Through Collaborative Inquiry

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Vygotskian Perspectives on Literacy Research : Constructing Meaning Through Collaborative Inquiry Cover

 

Synopses & Reviews

Publisher Comments:

The authors in this collection use Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky's cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. This collection serves as a form of collaborative inquiry that itself will stimulate further consideration of these topics and further learning with Vygotsky about the ways in which individuals and social groups inquire and learn.

Synopsis:

The authors in this collection use Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky's cultural-historical theoretical framework to embrace nuances of learning and development.

Synopsis:

This collection uses Vygotsky's cultural-historical theory of human development to frame their analyses of schooling.

Table of Contents

Part I. Paradoxes in Vygotsky's Account of Development: 1.Vygotsky's two minds on the nature of meaning James V. Wertsch; 2. Creativity and collaboration in knowledge construction Vera John-Steiner and Teresa Meehan; Part II: 3. Dialogic inquiry in education: building on the legacy of Vygotsky Gordon Wells; 4. Consequential progressions: exploring collective-individual development in a bilingual classroom LeAnn Putney, Judith Green, Carol Dixon, Richard Duran, Ana Floriani and Beth Yeager; 5. Linking writing and community development through the children's forum Anne Haas Dyson; 6. Synchronic and diachronic dimensions of social practice: an emerging methodology for cultural-historical perspectives on literacy learning Kris Gutierrez and Lynda Stone; 7. Idiocultural diversity in small groups: the role of the relational framework in collaborative learning Peter Smagorinsky and Cindy O'Donnell-Allen; 8. Signifying in the zone of proximal development: literate cultural competencies in language minority classrooms Carol D. Lee; 9. Teachers' developing philosophies on literacy and its use in public schools: a Vygotskian perspective on internal activity and teacher change Arnetha F. Ball; 10. Inspired by Vygotsky: ethnographic experiments in education Luis C. Moll.

Product Details

ISBN:
9780521630955
Author:
Lee, Carol D.
Publisher:
Cambridge University Press
Editor:
Smagorinsky, Peter
Editor:
Pea, Roy
Author:
Smagorinsky, Peter
Author:
Pea, Roy
Author:
Heath, Christian
Author:
Brown, John Seely
Location:
Cambridge
Subject:
Learning, Psychology of -- Congresses.
Subject:
Sociolinguistics -- Congresses.
Subject:
Cognition and culture -- Congresses.
Subject:
Literacy -- Social aspects -- Congresses.
Subject:
General Psychology & Psychiatry
Subject:
Vygotski
Subject:
i, L. S.--(Lev Semenovich),--1896-1934
Subject:
Sociolinguistics
Subject:
Cognition and culture
Subject:
Cognitive Psychology
Subject:
Educational Psychology
Subject:
Psychology-Cognitive Science
Series:
Learning in Doing: Social, Cognitive and Computational Perspectives
Publication Date:
19991131
Binding:
Hardcover
Grade Level:
Professional and scholarly
Language:
English
Illustrations:
Y
Pages:
296
Dimensions:
6.00x9.00x.81 in. 1.33 lbs.

Related Subjects

Education » General
Health and Self-Help » Psychology » Cognitive Science
Humanities » Philosophy » General

Vygotskian Perspectives on Literacy Research : Constructing Meaning Through Collaborative Inquiry New Hardcover
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Product details 296 pages Cambridge University Press - English 9780521630955 Reviews:
"Synopsis" by , The authors in this collection use Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky's cultural-historical theoretical framework to embrace nuances of learning and development.
"Synopsis" by , This collection uses Vygotsky's cultural-historical theory of human development to frame their analyses of schooling.
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