Journal ArticleDOI
Social constructivist perspectives on teaching and learning
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TLDR
Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge and their application to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform are discussed.Abstract:
Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge. After the impetus for understanding the influence of social and cultural factors on cognition is reviewed, mechanisms hypothesized to account for learning from this perspective are identified, drawing from Piagetian and Vygotskian accounts. The empirical research reviewed illustrates (a) the application of institutional analyses to investigate schooling as a cultural process, (b) the application of interpersonal analyses to examine how interactions promote cognition and learning, and (c) discursive analyses examining and manipulating the patterns and opportunities in instructional conversation. The review concludes with a discussion of the application of this perspective to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform.read more
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Post-Secondary Instructors’ Approaches to the Assessment of Online Discussions: Influential Factors, Obstacles, and Solutions to the Challenges
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Book ChapterDOI
Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study – Online Course for the Professional Development of Teachers in a Digital Age
Rafi Davidson,Amnon Glassner +1 more
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Journal ArticleDOI
How K-12 Teachers of Science Experience a Vertically Articulated Professional Learning Community.
TL;DR: In this article, a case study of 20 teachers enrolled in a two-year fellowship, examines the professional development of science teachers during participation in a professional learning community, and concludes that the development of a teacher can be accelerated through participation in professional learning communities.
Incorporating Sociocultural Theory Into English Reading Instruction： A Unit Plan for Chinese EFL Learners
TL;DR: The researcher designed a unit plan, which covered several themes of the sociocultural theory, e.g., collaborative scaffolding, self-regulation, and MLE (mediated learning experience), and implemented five successive lesson plans within the unit, with various tasks embedded in each one.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Book
Thought and language
TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.
Journal ArticleDOI
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
TL;DR: In this article, two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported, and the training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text.
Book
Social Linguistics And Literacies: Ideology in Discourse
TL;DR: A theory of discourses: discourses and literacies - two theorems individuals, acts and discourses - humans in the act of making and being made by their discourses.