Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry
作者： Sarah Warshauer Freedman , Carol D. Lee , Alex Casareno , Elizabeth Radin Simons , Peter Smagorinsky
DOI:
关键词: Social practice 、 Pedagogy 、 Zone of proximal development 、 Sociology 、 Literacy 、 Dialogic 、 Cultural competence 、 Ethnography 、 Collaborative learning 、 Social science 、 Creativity
摘要: 1. Introduction: constructing meaning through collaborative inquiry Carol D. Lee and Peter Smagorinsky Part I. Paradoxes in Vygotsky's Account of Development: 2. two minds on the nature James V. Wertsch 3. Creativity collaboration knowledge construction Vera John-Steiner Teresa Meehan II. Studies Collaborative Inquiry: 4. Dialogic education: building legacy Vygotsky Gordon Wells 5. Consequential progressions: exploring collective-individual development a bilingual classroom LeAnn Putney, Judith Green, Dixon, Richard Duran, Ana Floriani Beth Yeager 6. Linking writing community children's forum Anne Haas Dyson 7. Synchronic diachronic dimensions social practice: an emerging methodology for cultural-historical perspectives literacy learning Kris Gutierrez Lynda Stone 8. Idiocultural diversity small groups: role relational framework Cindy O'Donnell-Allen 9. Signifying zone proximal development: literate cultural competencies language minority classrooms 10. Teachers' developing philosophies its use public schools: Vygotskian perspective internal activity teacher change Arnetha F. Ball 11. Inspired by Vygotsky: ethnographic experiments education Luis C. Moll Author index Subject index.
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