Learning in Classrooms : A Cultural-Historical Approach

by Hedegaard, Mariane

• ISBN13: 9788772888415
• ISBN10: 8772888415
• Format: Paperback
• Copyright: 2001-09-01
• Publisher: David Brown Book Co

Summary

Learning in Classrooms presents cultural-historical perspectives on school children's learning and instruction. The theme in this volume combines subject-matter instruction with children's cultural knowledge. This general theme is elaborated from several perspectives in a variety of methods combining children's everyday knowledge with subject-matter concepts using mutual support among students and role changes between student and teacher. Research and exploration together with communication and dialogue in the classroom are considered primary methods. Problems associated with gender and social class differences are discussed, and here it seems that the learning strategies developed by girls support mutual cooperation more than the traditions that characterise the learning strategies of boys. Conditions that facilitate learning and instruction, for example the educational ideology and activities connected to the school, such as after-school arrangements, are also discussed. This is an important book both for educational researchers and for teachers, administrators and others who want to know more about how children's cultural knowledge can be integrated into teaching and learning in classrooms. Book jacket.

Table of Contents

List of Figures and Tables	9	(12)
Contributors	12	(3)
Learning through Acting within Societal Traditions: Learning in Classrooms	15	(24)
Mariane Hedegaard
School Traditions and Learning
The Gendering of Social Practices in Special Needs Education	39	(20)
Harry Daniels
Angela Creese
Shaun Fielding
Valerie Hey
Diana Leonard
Marjorie Smith
Instruction and Learning in Elementary School	59	(18)
Hartmut Giest
Expanding the Predominant Interpretation of ZPD in Schooling Contexts: Learning and Mutuality	77	(20)
Peter Kutnick
Educational Practice that Combines Community Knowledge and Social Science Studies
Orchestrating Voices and Crossing Boundaries in Educational Practice: Dialogic Research on Learning about the Kobe Earthquake	97	(24)
Katsuhiro Yamazumi
Culturally Sensitive Teaching within a Vygotskian Perspective	121	(23)
Mariane Hedegaard
Seth Chaiklin
Pedro Pedraza
Science Literacy in the Making in an Inner-City Youth Programme: 'They Take the Time to Show us how a Plant Grows'	144	(22)
Jrene Rahm
Transforming Ethnocultural Tradition in a Modern Environment: Context for Personal Development	166	(25)
Olga V. Kritskaya
Everyday Knowledge and Mathematics and Physics Learning
Mathematical Cognition in the Classroom: A Cultural-Historical Approach	191	(20)
Ademir Damazio
From Monologic to Dialogic Learning: A Case Study of Japanese Mathematics Classrooms	211	(18)
Kayo Matsushita
Diversity in Learning Modes
How School Students Become Subjects of Cooperative Learning Activity	229	(15)
Galina A. Zuckerman
Construction of Distance, Time and Speed Concepts: A Cultural-Historical Approach	244	(14)
Paulo R. de Oliveira Frota
Teacher-Student Interaction, Text Comprehension and Memory: A Semiotic Analysis of Instructional Actions	258	(22)
Manuel L. de la Mata
Andres Santamaria
Children's Self-Concept as Gendered and Contextual: Socio-Moral Self-Concepts among 12-year-old Finnish Girls and Boys	280	(27)
Airi Hautamaki
Jarkko Hautamaki
Classroom Interaction and Discourse
The Construction of Contemporary Subjectivity: Interactions between Knowledge and School Environment	307	(14)
Solange Jobim e Souza
A Relational Approach to Understanding Classroom Practice	321	(18)
Carol Linehan
John McCarthy
Teachers' Experience of School and Knowledge through Childhood Memories	339	(13)
Maria Teresa de A. Freitas
Teacher's and Reseacher's Interactions in Classroom Discourse: Different Ways of Organising Salient and Problematic Actions	352	(18)
Maria Cecilia Camargo Magalhaes
Index	370