Contexts for Learning by Forman

Contexts for Learning by Forman

This work presents landmark research concerning the vital dynamics of childhood psychological development. It's origin can be traced to the late 1970s, when several psychologists began to challenge existing notions of cognitive development by suggesting that such functioning is bound to specific contexts and that cognitive development is based on the mastery of culturally defined ways of speaking, thinking, and acting. About the same time, several translations were made available in this country of the seminal work of Vygotsky, the noted theoretician, offering a conceptual base on which these workers could build. This volume, with contributions from many of the scholars who pioneered this area and translated the work of Vygotsky, looks at the complex mechanisms by which children acquire the cultural and linguistic tools to carry out cognitive activities and explores the implications of this research for education. The book is organized around three main parts: Discourse and Learning in Classroom Practice, Interpersonal Relations in Formal and Informal Education, and The Sociocultural Institutions of Formal and Informal Education. 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.

"Has broad applicability for all involved in education, whether applied or research; it should be required reading for educational policy makers and administrators" --Readings "The editors, Forman, Minick, and Stone have orchestrated well a set of essays on topics that are important to elevating sociocultural processes more centrally in our understanding of children's learning."--Contemporary Psychology "An excellent introduction..." --Choice "Has broad applicability for all involved in education, whether applied or research; it should be required reading for educational policy makers and administrators." --Shirley R. Rausher, Ph.D., Manhattan Community College, City U of New York, Readings What distinguishes this volume structurally is its division into three parts, each one containing. . .an integrative commentary chapter. These commentary chapters probably constitute the major achievement of this volume bringing discussion to the level of real dialogue. --Teaching Thinking & Problem Solving

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.

SKU	Nicht verfügbar
ISBN 13	9780195109771
ISBN 10	0195109775
Titel	Contexts for Learning
Autor	Ellice A Forman
Buchzustand	Nicht verfügbar
Bindungsart	Paperback
Verlag	Oxford University Press Inc
Erscheinungsjahr	1997-01-16
Seitenanzahl	416
Hinweis auf dem Einband	Die Abbildung des Buches dient nur Illustrationszwecken, die tatsächliche Bindung, das Cover und die Auflage können sich davon unterscheiden.
Hinweis	Nicht verfügbar