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  • 1
    Online Resource
    Online Resource
    Learning, Social Interaction and Diversity - Exploring Identities in School Practices (2012)
    Leiden : Brill | Sense
    Details
    UID:
    gbv_1774575124
    Format: 1 Online-Ressource (1 online resource)
    ISBN: 9789460918032
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Content: Preliminary Material /Geerdina van der Aalsvoort and Guida de Abreu -- Exploring Practices and the Construction of Identities in School /Eva Hjörne , Geerdina van der Aalsvoort and Guida de Abreu -- Schooling and Spaces for Learning /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 /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 van der Aalsvoort and Paul Van Geert -- Pre-Service Teachers’ Representations of School Mathematics and Immigrant Children /Marcela Costanzi , Núria Gorgorió and Montserrat Prat -- Learning, Social Interaction and Diversity – Future Challenges /Geerdina van der Aalsvoort and Eva Hjörne.
    Content: 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
    Additional Edition: ISBN 9789460918025
    Additional Edition: Erscheint auch als Druck-Ausgabe Learning, Social Interaction and Diversity - Exploring Identities in School Practices Leiden Boston : Brill | Sense, 2012
    Language: English
    DOI: 10.1007/978-94-6091-803-2
    URL: DOI
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    UB Potsdam
  • 2
    Online Resource
    Online Resource
    Learning, social interaction and diversity : exploring identities in school practices (2012)
    Rotterdam, Netherlands :Sense Publishers,
    Details
    UID:
    almahu_9948321384002882
    Format: 1 online resource (233 pages)
    ISBN: 9789460918032 (e-book)
    Additional Edition: Print version: Learning, social interaction and diversity : exploring identities in school practices. Rotterdam, Netherlands : Sense Publishers, c2012 ISBN 9789460918018
    Language: English
    Keywords: Electronic books.
    URL: Click to View
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HU Berlin
  • 3
    Online Resource
    Online Resource
    Learning, social interaction and diversity : exploring identities in school practices (2012)
    Rotterdam, Netherlands :Sense Publishers,
    Details
    UID:
    almafu_9959228897402883
    Format: 1 online resource (233 p.)
    Edition: 1st ed. 2012.
    ISBN: 94-6091-803-4
    Content: 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.
    Note: Description based upon print version of record. , Preliminary Material / , English
    Additional Edition: ISBN 94-6091-802-6
    Additional Edition: ISBN 94-6091-801-8
    Language: English
    DOI: 10.1007/978-94-6091-803-2
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    FU Berlin
  • 4
    Online Resource
    Online Resource
    Transitions Between Contexts of Mathematical Practices (2002)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    UID:
    gbv_177388056X
    Format: 1 Online-Ressource(IX, 248 p.)
    Edition: 1st ed. 2002.
    ISBN: 9780306476747
    Series Statement: Mathematics Education Library 27
    Content: Editors’ Prelude Researching Mathematics Learning: The Need for a New Approach -- Mathematics Learners in Transition -- Immigrant Children Learning Mathematics in Mainstream Schools -- The Transition Experience of Immigrant Secondary School Students: Dilemmas and Decisions -- Thinking About Mathematical Learning with Cabo Verde Ardinas -- Exploring Ways Parents Participate in Their Children’s School Mathematical Learning: Cases Studies in Multiethnic Primary Schools -- Transitions between Home and School Mathematics: Rays of Hope Amidst the Passing Clouds -- Editors’ Interlude Theoretical Orientations to Transitions -- Towards a Cultural Psychology Perspective on Transitions between Contexts of Mathematical Practices -- Mathematical Acculturation, Cultural Conflicts, and Transition -- Shifts in Meaning During Transitions -- Editors’ Postlude The Sociocultural Mediation of Transition.
    Content: This book focuses attention on mathematics learners in transition and on their practices in different contexts; on the institutional and socio-cultural framing of the transition processes involved; and on the communication and negotiation of mathematical meanings during transition. The book offers both empirical studies and significant theoretical reflections from a socio-cultural perspective, with the aim of providing the bases for the development of more socially and culturally responsive mathematics learning environments. It will appeal to researchers and postgraduate students in the fields of mathematics education, cultural psychology, multicultural education, immigrant and indigenous education.
    Note: Includes index , ""CONTENTS""
    Additional Edition: ISBN 9789048157709
    Additional Edition: ISBN 9780792371854
    Additional Edition: ISBN 9789401741583
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9789048157709
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9780792371854
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9789401741583
    Language: English
    Keywords: Informatikunterricht
    DOI: 10.1007/0-306-47674-6
    URL: lizenzpflichtig
    URL: Volltext
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Open Access Request
    UB Potsdam
  • 5
    Online Resource
    Online Resource
    Learning, Social Interaction and Diversity - Exploring Identities in School Practices / (2012)
    Leiden; : Brill | Sense,
    Details
    UID:
    almahu_9949701606702882
    Format: 1 online resource
    ISBN: 9789460918032
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Content: 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.
    Note: Preliminary Material /
    Additional Edition: Print version: Learning, Social Interaction and Diversity - Exploring Identities in School Practices, Leiden Boston : Brill | Sense, 2012
    Language: English
    URL: DOI:
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    HU Berlin
  • 6
    Online Resource
    Online Resource
    Using vignette methodology : young people's social identities (2015)
    London :SAGE Publications,
    Details
    UID:
    almafu_9959399205602883
    Format: 1 online resource : , illustrations (black and white, and colour)
    ISBN: 9781473944503 (online resource) :
    Content: This exemplar introduces various ways in which vignette methodology can be used in social research. Vignette methodology is a way of structuring and (the authors argue) analysing interview data. The authors focus on using vignette methodology drawing on a social constructionist, dialogical approach. From this theoretical position, issues that are often seen to be difficult in vignette methodology, particularly the issue of interpretation and understanding, become a valuable addition to the research rather than an obstacle to be overcome.
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    FU Berlin
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