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18 958 Ft
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Product details:
- Edition number New ed
- Publisher OUP USA
- Date of Publication 10 October 2002
- ISBN 9780195160314
- Binding Paperback
- No. of pages272 pages
- Size 238x153x15 mm
- Weight 381 g
- Language English
- Illustrations numerous halftones 0
Categories
Short description:
In this book, Barbara Rogoff puts into practice the theoretical account she presented in her highly acclaimed book Apprenticeship in Thinking. Here, Rogoff collaborates with two master teachers from an innovative school in Salt Lake City, Utah, where she conducted extensive research into what is involved when people learn--students, parents, and teachers alike.
Illustrated with observations by participants in this school, this book shows that children and adults learn by participating within a community of learners. Their experiences will speak to all those interested in school improvement and in how people learn through engaging together in activities of mutual interest.
Long description:
As the national debate about education intensifies, it is becoming clear that understanding how people learn is crucial to efforts to enhance education. In this book, Barbara Rogoff, author of the highly acclaimed book Apprenticship in Thinking, collaborates with Carolyn Goodman Turkanis and Leslee Bartlett, teachers at an innovative school in Salt Lake City, Utah to examine what is involved in learning - by students, parents and teachers alike. Eschewing the conventional idea that learning comes from the transmission of facts and concepts by experts, the editors and their colleagues focus on the idea of learning by collaborative participation with others in activities of mutual interest. This book demonstrates that learning as a community involves people learning together in purposeful activities, with mutual responsibilities, shared decision making, and motivation based on interest. At the Salt Lake City school, children as well as adults plan learning activities and adults learn as they guide children. The driving principle is that learning occurs through interested participation with other learners. In the view of many researchers, a paradigm shift is taking place in educational theory. This book contributes to this new theoretical perspective by examining ground breaking theory-in-practice. It should inspire researchers, educators, and parents to reflect on their own ideas about learning in their communities.
MoreTable of Contents:
Lessons about Learning as a Community
Part 1: Origins, Principles, and Structure of a Community of Learners
Constructing Ourselves: The Beginning of an Evolving Philosophy
An Orientation to Principles-in-Action
Seeing the Big Picture
Part 2: How Is This a Community?
A Home and School Community
Coming Home to School
Setting the Scene: Coordinating a Classroom Community
The Classroom Community "in Control"
Part 3: Children Learning in a Community
Creating Curriculum with Children
Caring Conversations
Respect from Respect
"What about Sharing?"
Learning to Manage Time
Helping Children Learn to Make Responsible Choices
Part 4: Teachers Learning about Teaching Children in a Community
Teaching by Learning from Children
Risking Saying "I Don't Know"
A New Teacher Learning to Share Responsibility with Children
Part 5: Parents Learning Principles of Children's Learning in a Community
Becoming a Cooperative Parent in a Parent Co-operative
Kindergarten, Again
Parents' Learning about Children's Learning
Becoming an Adult Member in a Community of Learners
Part 6: Teachers Learning about Parent Learning in a Community
Qualifying to Help People Learn: Becoming a Beginner
A New Teacher Learning to Share Responsibility with Parents
A Teacher Learning about Adult Learning
Part 7: Communities Learning Together, Creating Learning Communities
Teachers Learning Together in Forming a Learning Community
Decision Making in a Learning Community
OC Teachers Take Their Learning to Other Schools
Never-Ending Learning
