| Ulkoasu |
xii, 280 sivua : kuvitettu |
|---|---|
| Kieli |
englanti |
| Alkuteoksen kieli |
englanti |
| Huomautukset |
Chiefly based on papers presented at a conference entitled A Vygotsky centennial held 1996, Chicago, Ill. |
| Julkaisija |
New York :
Cambridge University Press,
2000.
|
| Sarja | Learning in doing : social, cognitive, and computational perspectives |
| Luokitus | |
| Aiheet | |
| Lisätiedot | edited by Carol D. Lee, Peter Smagorinsky |
| ISBN |
0-521-63095-9 kovakantinen 0-521-63878-X pehmeäkantinen |
| Kontrolloimaton nimeke |
Introduction : constructing meaning through collaborative inquiry Vygotsky's two minds on the nature of meaning Creativity and collaboration in knowledge construction Dialogic inquiry in education : building on the legacy of Vygotsky Consequential progressions : exploring collective-individual development in a bilingual classroom Linking writing and community development through the children's forum Synchronic and diachronic dimensions of social practice : an emerging methodology for cultural-historical perspectives on literacy learning Idiocultural diversity in small groups : the role of the relational framework in collaborative learning Signifying in the zone of proximal development Teachers' developing philosophies on literacy and their use in urban schools : a Vygotskian perspective on internal activity and teacher change Inspired by Vygotsky : ethnographic experiments in education |
| Hae kokoteksti | |
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