Learning, social interaction and diversity-- Exploring identities in school practices / edited by Eva Hjörne, Geerdina van der Aalsvoort, and Guida de Abreu.
2012
LC192.4 .L43 2012
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Details
Title
Learning, social interaction and diversity-- Exploring identities in school practices / edited by Eva Hjörne, Geerdina van der Aalsvoort, and Guida de Abreu.
ISBN
9789460918032 (electronic bk.)
9460918034 (electronic bk.)
9460918018
9789460918018
9789460918018
9460918026
9789460918025
9460918018 (pbk.)
9460918034 (electronic bk.)
9460918018
9789460918018
9789460918018
9460918026
9789460918025
9460918018 (pbk.)
Imprint
Rotterdam ; Boston : SensePublishers, ©2012.
Copyright
©2012
Language
English
Language Note
English.
Description
1 online resource
Other Standard Identifiers
9789460918018
10.1007/978-94-6091-803-2 doi
10.1007/978-94-6091-803-2 doi
Call Number
LC192.4 .L43 2012
System Control No.
(OCoLC)809934167
Summary
The main idea of the book is to contribute to a broader understanding of learning, identity and diversity by presenting actual research findings that were retrieved from classroom settings and related social practices. Learning is to a large extent an ongoing social process as both students and their teachers learn by being part of shared social practices through social interactions that facilitate learning gains. Sociocultural research shows that the organization of schooling promotes or restricts learning, and is a crucial factor to understand how children from a diversity of backgrounds profit from instruction. This is a first urgent issue to be considered by teachers and teacher education in our socio and culturally diverse society. A second issue is the on-going debate about learning as a process that involves the construction of identities in schools and classrooms, and in the transitions between school and home practices. Last but not least, since school practices can be addressed from the perspective of diversity and special educational needs an on-going discussion about optimizing pedagogical approaches is of main importance to allow maximum educational effectiveness. Our potential audience for this book are researchers, post-graduate students in education and psychology, teachers, teacher education, other academics and policy makers.
Bibliography, etc. Note
Includes bibliographical references.
Formatted Contents Note
Exploring Practices and The Construction of Identities in School: An Introduction / Eva Hjörne, Geerdina van der Aalsvoort and Guida de Abreu
Schooling and Spaces For Learning: Cultural Dynamics and Student Participation and Agency / Roger Säljö
Boundary Crossing Events and Potential Appropriation Space in Philosophy, Literature and General Knowledge / Michèle Grossen, Tania Zittoun and Jenny Ros
Rethinking Ethnic Minority Young People's Participation in Multiple Sociocultural Contexts and Its Impact on Their Cultural Identities / Evangelia Prokopiou, Tony Cline and Guida de Abreu
Making Sense of Homework: Parental Resources For Understanding Mathematical Homework in Multicultural Settings / Sarah Crafter
Ethnic Cultural Legacies and Learning English As A Foreign Language: A Social-Cultural Study in Taiwan / Wen-Chuan Lin and Gabrielle Ivinson
Challenging Understandings of Bilingualism in The Language Sciences From The Lens of Research That Focuses Social Practices / Sangeeta Bagga-Gupta
Silence is Silver, Talk is Gold? Analysis of Classroom Talk in A Learner Centred Setting / Eveline Wuttke
Shaping Marginalized Identities and Indexing Deficient Behaviours in A Special Needs Unit / Ann-Carita Evaldsson and Yvonne Karlsson
Beyond Teaching and Learning
Disciplining Boys in Remedial Classes During The 1960s in Sweden / Eva Hjörne and Pernilla Larsson
The Effect of An Educational Electronic Book on The Emergent Literacy of Preschool Children At Risk For Learning Disabilities / Adina Shamir and Renat Fellah
Video As A Potential Resource For Student Teachers' Agency Work / Kristiina Kumpulainen, Auli Toom and Merja Saalasti
How Dynamic Patterns of Teacher-Child Interaction Can Provide Insight in The Learning Potential of Five Year Olds / Annemieke Ensing, Geerdina M. van der Aalsvoort and Paul van Geert
Pre-Service Teachers' Representations of School Mathematics and Immigrant Children1 / Marcela Costanzi, Núria Gorgorió and Montserrat Prat
Learning, Social Interaction and Diversity
Future Challenges / Geerdina van der Aalsvoort and Eva Hjörne.
Schooling and Spaces For Learning: Cultural Dynamics and Student Participation and Agency / Roger Säljö
Boundary Crossing Events and Potential Appropriation Space in Philosophy, Literature and General Knowledge / Michèle Grossen, Tania Zittoun and Jenny Ros
Rethinking Ethnic Minority Young People's Participation in Multiple Sociocultural Contexts and Its Impact on Their Cultural Identities / Evangelia Prokopiou, Tony Cline and Guida de Abreu
Making Sense of Homework: Parental Resources For Understanding Mathematical Homework in Multicultural Settings / Sarah Crafter
Ethnic Cultural Legacies and Learning English As A Foreign Language: A Social-Cultural Study in Taiwan / Wen-Chuan Lin and Gabrielle Ivinson
Challenging Understandings of Bilingualism in The Language Sciences From The Lens of Research That Focuses Social Practices / Sangeeta Bagga-Gupta
Silence is Silver, Talk is Gold? Analysis of Classroom Talk in A Learner Centred Setting / Eveline Wuttke
Shaping Marginalized Identities and Indexing Deficient Behaviours in A Special Needs Unit / Ann-Carita Evaldsson and Yvonne Karlsson
Beyond Teaching and Learning
Disciplining Boys in Remedial Classes During The 1960s in Sweden / Eva Hjörne and Pernilla Larsson
The Effect of An Educational Electronic Book on The Emergent Literacy of Preschool Children At Risk For Learning Disabilities / Adina Shamir and Renat Fellah
Video As A Potential Resource For Student Teachers' Agency Work / Kristiina Kumpulainen, Auli Toom and Merja Saalasti
How Dynamic Patterns of Teacher-Child Interaction Can Provide Insight in The Learning Potential of Five Year Olds / Annemieke Ensing, Geerdina M. van der Aalsvoort and Paul van Geert
Pre-Service Teachers' Representations of School Mathematics and Immigrant Children1 / Marcela Costanzi, Núria Gorgorió and Montserrat Prat
Learning, Social Interaction and Diversity
Future Challenges / Geerdina van der Aalsvoort and Eva Hjörne.
Digital File Characteristics
data file
Available in Other Form
Print version: Learning, social interaction and diversity : exploring identities in school practices. Rotterdam, Netherlands : Sense Publishers, ©2012 x, 229 pages
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