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BOOKS  >  EDUCATION   >  PRENTICE HALL  >  9780321082404

 
A Vision Vygotsky Joan Wink Paperback english 9780321082404 PRENTICE HALL EDUCATION BOOKS
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A Vision of Vygotsky - Joan Wink - Paperback - english - 9780321082404

Publisher: PRENTICE HALL
ISBN-13: 9780321082404
ISBN-10: 0321082400
Pkg Size: 0.5 X 7.25 X 9.5
$52.56
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Academic Level : Scholarly/Graduate
Author : Joan Wink, Leann Putney
Binding : Paperback
BISAC Subject : Education / Educational Psychology
Book Type : NON-FICTION
Dewey : 150/.92
Language : ENGLISH
LCCN : 2001040179
Library Subject : (Lev Semenovich),, 1896-1934, History, Psychology, Soviet Union, VygotskiŠi, L S
Pages : 176, xxxi, 176 p. :
Place of Publication : United States
Publication Date : 09/01/2001
Subject Development : History

Table of Contents
Preface xi
The Vygotskian Metaphor: Water xi
Dialectics xii
The Overriding Theme xiii
Visually Vygotsky: A Road Map for Readers xiii
What Is New about Vygotsky? xiv
Introduction xv
Remembering My Father xv
Gita L. Vygodskaya
Remembering Our Friend, by His Colleagues xvi
Vygotsky and His Times xvii
Historical Beginnings: A Brief Look at the Background of Vygotsky xvii
Development of Consciousness: A Search for a New Psychology xxi
Psychology to Pedagogy xxii
Meeting Our Distant Mentor: Joan Meets Vygotsky xxiii
Meeting Our Distant Mentor: Le Meets Vygotsky xxvii
Conclusion xxx
PART ONE Why Vygotsky? 1(38)
Why Do We Do What We Do?
1(1)
Thought at the Turn of the Century: 1900
2(1)
Thought at the Turn of the Century: 2000
3(1)
Evolution of Thought: 1900 to 2000
4(1)
Conclusion
4(1)
Endnote
5(2)
Theorizing Theories and Thinking Thoughts
7(32)
Why We Juxtapose Theories and Theorists
8(13)
Finding Answers in a Historical Journey
8(1)
Multiple Perspectives to Multiple Learners
9(1)
Transmission Lens: Behaviorism/Positivism
9(2)
Generative Lens: Cognitive to Interactionist to Constructivist
11(1)
Transformative Lens: Social Constructionist
12(1)
Transforming Transformative: Critical Pedagogy
13(1)
Theory Is Practice: Example Lessons
14(2)
Journals: Reflections on Theory to Practice
16(1)
Classroom Application of Learning Theories
17(4)
Searching for a New Psychology
21(14)
Psychology to Pedagogy
24(1)
A Vygotskian Perspective on the Work of Piaget
24(1)
Vygotsky: Learning First, Then Development
25(3)
Vygotsky: Active Use of Language
28(2)
Major Points of Child Development: Vygotsky/Piaget
30(5)
Multiple Perspective for Multiple Realities
35(2)
Conclusion
37(1)
Endnotes
38(1)
PART TWO Three Principal Principles 39(78)
Thought and Language
41(19)
Thinking about Words
41(1)
The Vygotskian Venn Diagram
42(1)
Expanding the Venn Diagram
43(4)
Cognitive Development and Language
47(8)
Autumn Leaves
48(2)
Unless It's Just a Language Thing
50(1)
Andrea and Art: More than Just a Language Thing
51(4)
Framework for Critical Praxis
55(4)
A Papi's Problem Posing
56(1)
Pat's Problem Solving
57(2)
Conclusion:
59(1)
Endnote
59(1)
Sociocultural Teaching and Learning
60(25)
Two Senses of the Term Social
60(2)
Socioculturally Learning and Developing
62(2)
A Puzzle of Learning
63(1)
Classrooms as Cultures
64(1)
The Puzzle of Pedro
65(6)
High-Stakes Testing
68(1)
Going to the Movies
69(2)
Sam: A Teaching Time Line
71(1)
The Sociocultural and Pedagogical Puzzle
72(1)
The Pedagogical and Political Puzzle
73(1)
Manuel: To Name, to Reflect Critically, to Act
74(2)
What Oscar Taught Retta
76(1)
Blame the Victim
76(1)
Structure for Success
77(4)
Retta and Success
80(1)
Library Mapping
81(2)
Conclusion
83(1)
Endnotes
84(1)
The Zone of Proximal Development (ZPD)
85(32)
What is the Zone of Proximal Development?
86(1)
Visualizing the ZPD
87(1)
A Metaphor: A Hot Air Balloon Ride
87(1)
What Is Development?
87(4)
Interpersonal-Intrapersonal Communication
91(1)
Scientific and Spontaneous Concepts
91(4)
Spontaneous Concepts in the Community
92(1)
Scientific Concepts in the Schools
93(1)
The Integration of Spontaneous and Scientific Concepts
93(2)
Performance before Competence
95(2)
Learning Leads Development
96(1)
What Are Funds of Knowledge?
97(5)
Models of Parental Involvement
100(2)
Expanding the ZPD in Schools
102(8)
The Peace Patrol
103(1)
Mumbo-Jumbo Theory
104(3)
More ZPD in the Classroom
107(2)
Who Really Is the More Capable Peer?
109(1)
Cognitively Slipping in the Zone
110(2)
Safety within the ZPD
110(1)
Regression within the ZPD
111(1)
Children at Play
112(2)
Performances of Knowing
114(1)
Assessment and ZPD
114(1)
Conclusion
115(1)
Endnotes
116(1)
PART THREE A Construction of Community 117(52)
Faltis's Framework
117(4)
Endnote
121(2)
Intersubjectivity, Intertextuality, Intercontextuality, and Consequential Progressions
123(24)
A Cognitive Coathook: Missing the Plane for New York
124(1)
Demonstrating Complex Constructs
125(1)
Social: Two Senses of Meaning
126(2)
Theory Is Practice: Amy, Le, and Jo
127(1)
A Metaphor: A Hall of Mirrors
127(1)
InterS: Intersubjectivity
128(4)
Theory Is Practice: Amy, Le, and Jo
128(1)
What Happens When People Talk?
128(2)
What Can Happen When Students and Teachers Talk
130(1)
Into the Classroom with the Watermelon Investigation
130(2)
InterS ≡ InterT + InterC
132(1)
InterT: Intertextuality
132(2)
Theory Is Practice: Amy, Le, and Jo
133(1)
InterC: Intercontextuality
134(1)
Theory Is Practice: Amy, Le, and Jo
134(1)
Consequential Progressions
135(2)
Theory Is Practice: Amy, Le, and Jo
135(1)
Text is Talk; Talk is Text
136(1)
Talk as It Relates to Consequential Progressions
136(1)
Theory Is Practice: Amy, Le, and Jo
137(1)
The Bill of Rights and Responsibilities
137(5)
Implications for Pull-Out Programs
142(2)
Conclusion
144(3)
Beyond Vygotsky
147(9)
A Definition of Terms Used
148(6)
Related Terms
154(1)
Conclusion
154(1)
Endnote
155(1)
Mentoring: Vygotsky's Vision Extended
156(13)
Cultural Competency for Transformative Education
157(1)
Gallavan Cultural Competencies Model
158(2)
Information, Access, and Opportunity
159(1)
Potential Sources and Consequential Outcomes
159(1)
Serendipitous Meeting of Minds: LeAnn Reflects
160(3)
LeAnn's Journal Reflection Continues
163(1)
Years Later: The Mentoring Continues
164(2)
New Directions: Our Mentoring Grows and Changes
166(1)
Summary
166(3)
References 169(6)
Index 175

 

 
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