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The Resource Discourse, learning, and schooling, edited by Deborah Hicks
Discourse, learning, and schooling, edited by Deborah Hicks
Resource Information
The item Discourse, learning, and schooling, edited by Deborah Hicks represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Boston University Libraries.This item is available to borrow from all library branches.
Resource Information
The item Discourse, learning, and schooling, edited by Deborah Hicks represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Boston University Libraries.
This item is available to borrow from all library branches.
- Summary
- Within the fields of education and psychology, the role that discourse plays in social processes of learning and teaching has emerged as a critical empirical and theoretical question. Discourse, Learning, and Schooling explores theoretical and methodological relationships between children's discourse - or socially used language - and their learning in educational settings. The authors in this volume address a range of issues including literacy, authorship, the construction of the self, and classroom interactional processes. Individual chapters range from research studies of classroom discourse to essayist reflections on discourse and literacies. Collectively, these chapters reflect both sociocognitive perspectives on the relations between discourse, learning, and schooling and sociocultural perspectives on discourse and literacies among diverse cultural groups
- Language
- eng
- Extent
- ix, 290 pages
- Note
- "This volume grew out of a year-long colloquium series sponsored by the University of Delaware, College of Education"--P. ix
- Contents
-
- 1. Introduction / Deborah Hicks
- 2. Going for the zone: the social and cognitive ecology of teacher-student interaction in classroom conversations / Frederick Erickson
- 3. Shifting participant frameworks: orchestrating thinking practices in group discussion / Mary Catherine O'Connor and Sarah Michaels
- 4. Contextual inquiries: a discourse-oriented study of classroom learning / Deborah Hicks
- 5. A literary model for psychology / Alex Kozulin
- 6. Selective traditions: readings of Vygotsky in writing pedagogy / Courtney B. Cazden
- 7. Sticking to the point: talk about magnets as a context for engaging in scientific discourse / Catherine E. Snow and Brenda F. Kurland
- 8. Biliteracy development in classrooms: social dynamics and cultural possibilities / Luis C. Moll and Joel E. Dworin
- 9. The role of the Black Church in growing up literate: implications for literacy research / Catherine Dorsey-Gaines and Cynthia M. Garnett
- Isbn
- 9780521453011
- Label
- Discourse, learning, and schooling
- Title
- Discourse, learning, and schooling
- Statement of responsibility
- edited by Deborah Hicks
- Subject
-
- Alphabétisation
- Apprentissage, Psychologie de l'
- Children -- Language
- Children -- Language
- Communication orale
- Communication orale
- Comportement verbal
- Comportement verbal
- Enfants -- Langage
- Enfants -- Langage.
- Interaction analysis in education
- Interaction analysis in education
- Interaction en éducation
- Interaction en éducation
- Learning, Psychology of
- Learning, Psychology of
- Leren
- Literacy
- Literacy
- Onderwijs
- Oral communication
- Oral communication
- Psychologie de l'apprentissage
- Sprachunterricht
- Taal
- Unterrichtsgespräch
- Verbal behavior
- Verbal behavior
- Language
- eng
- Summary
- Within the fields of education and psychology, the role that discourse plays in social processes of learning and teaching has emerged as a critical empirical and theoretical question. Discourse, Learning, and Schooling explores theoretical and methodological relationships between children's discourse - or socially used language - and their learning in educational settings. The authors in this volume address a range of issues including literacy, authorship, the construction of the self, and classroom interactional processes. Individual chapters range from research studies of classroom discourse to essayist reflections on discourse and literacies. Collectively, these chapters reflect both sociocognitive perspectives on the relations between discourse, learning, and schooling and sociocultural perspectives on discourse and literacies among diverse cultural groups
- Cataloging source
- DLC
- Illustrations
-
- illustrations
- facsimiles
- Index
- index present
- LC call number
- LB1139.L3
- LC item number
- D54 1996
- Literary form
- non fiction
- Nature of contents
- bibliography
- http://library.link/vocab/relatedWorkOrContributorName
- Hicks, Deborah
- http://library.link/vocab/subjectName
-
- Children
- Oral communication
- Verbal behavior
- Interaction analysis in education
- Literacy
- Learning, Psychology of
- Enfants
- Communication orale
- Comportement verbal
- Interaction en éducation
- Alphabétisation
- Apprentissage, Psychologie de l'
- Children
- Interaction analysis in education
- Learning, Psychology of
- Literacy
- Oral communication
- Verbal behavior
- Leren
- Onderwijs
- Taal
- Enfants
- Communication orale
- Comportement verbal
- Interaction en éducation
- Psychologie de l'apprentissage
- Sprachunterricht
- Unterrichtsgespräch
- Label
- Discourse, learning, and schooling, edited by Deborah Hicks
- Note
- "This volume grew out of a year-long colloquium series sponsored by the University of Delaware, College of Education"--P. ix
- Bibliography note
- Includes bibliographical references and index
- Carrier category
- volume
- Carrier category code
-
- nc
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
- 1. Introduction / Deborah Hicks -- 2. Going for the zone: the social and cognitive ecology of teacher-student interaction in classroom conversations / Frederick Erickson -- 3. Shifting participant frameworks: orchestrating thinking practices in group discussion / Mary Catherine O'Connor and Sarah Michaels -- 4. Contextual inquiries: a discourse-oriented study of classroom learning / Deborah Hicks -- 5. A literary model for psychology / Alex Kozulin -- 6. Selective traditions: readings of Vygotsky in writing pedagogy / Courtney B. Cazden -- 7. Sticking to the point: talk about magnets as a context for engaging in scientific discourse / Catherine E. Snow and Brenda F. Kurland -- 8. Biliteracy development in classrooms: social dynamics and cultural possibilities / Luis C. Moll and Joel E. Dworin -- 9. The role of the Black Church in growing up literate: implications for literacy research / Catherine Dorsey-Gaines and Cynthia M. Garnett
- Dimensions
- 24 cm
- Extent
- ix, 290 pages
- Isbn
- 9780521453011
- Lccn
- 95033579
- Media category
- unmediated
- Media MARC source
- rdamedia
- Media type code
-
- n
- Other physical details
- illustrations
- System control number
-
- (OCoLC)33042164
- (OCoLC)ocm33042164
- Label
- Discourse, learning, and schooling, edited by Deborah Hicks
- Note
- "This volume grew out of a year-long colloquium series sponsored by the University of Delaware, College of Education"--P. ix
- Bibliography note
- Includes bibliographical references and index
- Carrier category
- volume
- Carrier category code
-
- nc
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
- 1. Introduction / Deborah Hicks -- 2. Going for the zone: the social and cognitive ecology of teacher-student interaction in classroom conversations / Frederick Erickson -- 3. Shifting participant frameworks: orchestrating thinking practices in group discussion / Mary Catherine O'Connor and Sarah Michaels -- 4. Contextual inquiries: a discourse-oriented study of classroom learning / Deborah Hicks -- 5. A literary model for psychology / Alex Kozulin -- 6. Selective traditions: readings of Vygotsky in writing pedagogy / Courtney B. Cazden -- 7. Sticking to the point: talk about magnets as a context for engaging in scientific discourse / Catherine E. Snow and Brenda F. Kurland -- 8. Biliteracy development in classrooms: social dynamics and cultural possibilities / Luis C. Moll and Joel E. Dworin -- 9. The role of the Black Church in growing up literate: implications for literacy research / Catherine Dorsey-Gaines and Cynthia M. Garnett
- Dimensions
- 24 cm
- Extent
- ix, 290 pages
- Isbn
- 9780521453011
- Lccn
- 95033579
- Media category
- unmediated
- Media MARC source
- rdamedia
- Media type code
-
- n
- Other physical details
- illustrations
- System control number
-
- (OCoLC)33042164
- (OCoLC)ocm33042164
Subject
- Alphabétisation
- Apprentissage, Psychologie de l'
- Children -- Language
- Children -- Language
- Communication orale
- Communication orale
- Comportement verbal
- Comportement verbal
- Enfants -- Langage
- Enfants -- Langage.
- Interaction analysis in education
- Interaction analysis in education
- Interaction en éducation
- Interaction en éducation
- Learning, Psychology of
- Learning, Psychology of
- Leren
- Literacy
- Literacy
- Onderwijs
- Oral communication
- Oral communication
- Psychologie de l'apprentissage
- Sprachunterricht
- Taal
- Unterrichtsgespräch
- Verbal behavior
- Verbal behavior
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