UID:
almafu_9960119384002883
Umfang:
1 online resource (xii, 317 pages) :
,
digital, PDF file(s).
ISBN:
1-139-17369-3
Inhalt:
Addressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.
Anmerkung:
Title from publisher's bibliographic system (viewed on 05 Oct 2015).
,
Cover -- Half-title -- Title -- Copyright -- Dedication -- Contents -- Acknowledgments -- Introduction -- The problem of teaching: its contemporary context in historical perspective -- The problem of schooling: its contemporary context in historical perspective -- The basis for a theory of teaching and schooling -- Plan of the book -- Teaching, schooling, and literacy: a unified theory of education -- The redefinition of teaching and schooling -- The redefinition of teaching -- Teaching as assistance -- The redefinition of schooling: toward a change in the culture of the school -- A theory of teaching as assisted performance -- The development of cognition in society -- The zone of proximal development -- Paths through the zone -- The four stages of the ZPD -- Responsive assistance -- Assisted performance: child, parent, and teacher -- The means of assisting performance -- A note on the examples -- Modeling -- Contingency management -- Feeding-back -- Instructing -- Questioning -- Cognitive structuring -- Interdependence of the means of assistance -- The social organization of assisted performance -- Activity settings -- Activity settings and the schools -- Organizing schools for teaching: a triadic model of assisted performance -- Summary -- Language, literacy, and thought -- Language and meaning -- Developing language and concepts in natural settings -- The absence of language development in the schools -- Conversational instruction versus direct instruction of language in school programs -- The emergence of literacy -- The transition of language and literacy in schooling -- Teaching reading and comprehension -- Responsive teaching and the instructional conversation -- Practice -- A school organized for teaching: the Kamehameha Elementary Education Program -- Evaluation of KEEP -- Classroom description.
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Teacher assistance of student performance -- Program goals and curriculum -- The activity settings -- Assisting the performance of teachers -- Assistance to consultants/trainers -- The activity setting of the instructional conversation: developing word and discourse meaning -- The development of language, literacy, and thinking in conversation -- The instructional conversation: who, when, where, what, and why -- Assisting performance in the instructional conversation -- The continuum of discourse-teaching stages and strategies -- The continuum of discourse-teaching stages and strategies (resumed) -- The continuing conversation: discourse with texts -- The orchestration of activity settings: learning and social interaction in the whole group and independent centers -- The whole group -- Independent centers -- The interpsychological plane of teacher training -- The pertinacious recitation script: why? -- A case example: the New Math -- Assisting the performance of teachers -- The problem -- Means of assisting teachers: experimental results -- Activity settings for assisting the performance of teachers -- Providing assistance to consultant/trainers -- Assisting teacher performance through the ZPD: a case study -- Participants and context -- The first goal: building responsive teaching in the instructional conversation -- Integrating the two domains of knowledge -- Integrating text and student experience -- The development of intersubjectivity in the consulting activity setting -- Responsive teaching in context -- The struggle to be responsive -- A new activity setting, another means of assistance -- Advancing through the ZPD -- A crisis of development -- Grace breaks through -- The final chapter -- Postscript: Grace 3 years later -- Discussion -- The intrapsychological plane of teacher training: the internalization of higher-order teaching skills.
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The stages of development of higher-order teaching skills -- Responsive teaching and self-regulatory cognition -- Parental teaching and school teaching -- The schools in mind and society -- The meaning of the word "school" -- The case study continued -- Producing and mastering a new script -- Changing the meaning of "school" -- Schools in the context of society -- References -- Author index -- Subject index.
,
English
Weitere Ausg.:
ISBN 0-521-40603-X
Weitere Ausg.:
ISBN 0-521-36234-2
Sprache:
Englisch
URL:
Volltext
(lizenzpflichtig)
URL:
https://doi.org/10.1017/CBO9781139173698
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