United by the belief that the most significant factor in shaping the minds of young people is the cultural setting in which learning takes place, the twenty eminent contributors to this volume present new thinking on education across the boundaries of school, home, work and community.
Gordon Wells is Professor of Education at the University of California at Santa Cruz. Guy Claxton is Visiting Professor of Learning Science at the University of Bristol.
Recensioner i media
"Throughout, the editors achieve their stated goals, moving from the conceptual to the practical, and from treating younger to older age groups. Chapter contributors, from universities and research centers in seven countries including the US, appear to be experts in their areas. They present both their own research findings and reviews of others' research. [...] The book is generally organized well, with a synoptic afterword by Luis Moll [...] Interested readers should find the book useful. Summing up: Recommended. Upper-division undergraduates and above." P. M. Socoski, City College, Choice, March 2003 "Learning for Life in the 21st Century is an impressive and ambitious book." Carey Jewitt, University of London, Educational Review, Vol.55, November 2003
Innehållsförteckning
List of Contributors vii1 Introduction: Sociocultural Perspectives on the Future of Education 1Gordon Wells and Guy ClaxtonPart I Issues and Developments in Sociocultural Theory 192 Education for the Learning Age: A Sociocultural Approach to Learning to Learn 21Guy Claxton3 Becoming the Village: Education Across Lives 34Jay L. Lemke4 The Gift of Confidence: A Vygotskian View of Emotions 46Holbrook Mahn and Vera John-Steiner5 From Activity to Directivity: The Question of Involvement in Education 59Pablo del Río and Amelia Álvarez6 Sociocultural Perspectives on Assessment 73Caroline Gipps7 Teaching, Learning, and Development: A Post-Vygotskian Perspective 84Anna Stetsenko and Igor ArievitchPart II Pre-School and School-Age Learning and Development 978 Emerging Learning Narratives: A Perspective from Early Childhood Education 99Margaret Carr9 Semiotic Mediation and Mental Development in Pluralistic Societies: Some Implications for Tomorrow’s Schooling 112Ruqaiya Hasan10 Learning to Argue and Reason Through Discourse in Educational Settings 127Clotilde Pontecorvo and Laura Sterponi11 Developing Dialogues 141Neil Mercer12 Supporting Students’ Learning of Significant Mathematical Ideas 154Paul Cobb and Kay McClain13A Developmental Teaching Approach to Schooling 167Seth Chaiklin14 Standards for Pedagogy: Research, Theory and Practice 181Stephanie Stoll Dalton and Roland G. TharpPart III Post-Compulsory, Adult and Professional Learning 19515 Inquiry as an Orientation for Learning, Teaching and Teacher Education 197Gordon Wells16 Can a School Community Learn to Master Its Own Future? An Activity-Theoretical Study of Expansive Learning Among Middle School Teachers 211Yrjö Engeström, Ritva Engeström and Arja Suntio17 Cultural Historical Activity Theory and the Expansion of Opportunities for Learning After School 225Katherine Brown and Michael Cole18 Building a Community of Educators versus Effecting Conceptual Change in Individual Students: Multicultural Education for Pre-service Teachers 239Eugene Matusov and Renée Hayes19 Organizing Excursions Into Specialist Discourse Communities: A Sociocultural Account of University Teaching 252Andy Northedge20 Afterword 265Luis C. MollBibliography 271Index 297
