The theories of Vygotsky are central to any serious discussion of children's learning processes. Vygotsky argues that children do not develop in isolation, rather learning takes place when the child is interacting with their social environment. It is the responsibility of the teacher to establish an interactive instructional situation in the classroom, where the child is an active learner and the teacher uses their knowledge to guide learning. This has many implications for those in the educational field. This book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences. It will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education.

Vygotsky and Pedagogy

Politics & Social Sciences

Daniels, Harry

Philosophy

Routledge

Vygotsky and Research

This book provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky. A concise introduction to Vygotsky’s original thesis and discussions on his approach to research methods is given; this is followed by an exploration of the research practices which have arisen in fields developed on the basis of his original thesis. These include: Socio-cultural studies with a focus on mediated action; Distributed Cognition, Situated Cognition and Activity Theory. To aid understanding, chapters devoted to each area will provide excellent accounts of specific studies which illustrate the underlying methodological principles and the specific methods which are being deployed. In each case assumptions and limitations are discussed. The book concludes with some proposals for future developments at both methodological and conceptual levels.

Health, Fitness & Dieting

Psychology & Counseling

Science & Math

Behavioral Sciences

Improving Inter-professional Collaborations: Multi-Agency Working for Children's Wellbeing (Improving Learning)

** Shortlisted for the NASEN Special Educational Needs Academic Book Award 2009 ** Inter-professional collaborations are invaluable relationships which can prevent the social exclusion of children and young people and are now a common feature of welfare policies worldwide. Drawing on a four year study of the skills and understanding required of practitioners in order to establish the most effective interagency collaborations, this comprehensive text <ul>
<li>Gives examples from practitioners developing inter-professional practices allow readers to reflect on their relevance for their own work</li> <li>Emphasises what needs to be learnt for responsive inter-professional work and how that learning can be promoted</li> <li>Examines how professional and organisational learning are intertwined</li> <li>Suggests how organisations can provide conditions to support the enhanced forms of professional practices revealed in the study</li> <li>Reveals the professional motives driving the practices as well as how they are founded and sustained</li> </ul>
Full of ideas to help shape collaborative inter-professional practice this book shows that specialist expertise is distributed across local networks. The reader is encouraged to develop the capacity to recognise the expertise of others and to negotiate theor work with others. This book is essential reading for practitioners in education and educational psychology or social work, and offers crucial insights for local strategists and those involved in professional development work. The book also has a great deal to offer researchers working in the area of cultural historical activity theory (CHAT). The four year study was framed by CHAT and offers a well-worked example of how CHAT can be used to reveal sense-making in new practices and the organizational implications of enhanced professional decision-making. As well as being important contributors to the developing CHAT field, the five authors have worked in the area of social exclusion and professional learning for several years and have brought inter-disciplinary strengths to this account of inter-professional work.

Improving Inter-professional Collaborations (Improving Learning)

Business & Money

Leadbetter, Jane

Gallagher, Tony

Warmington, Paul

EDWARDS,Anne

Job Hunting & Careers

This volume provides overviews and approaches to inclusive education from around the world. It defines the philosophical, political, educational and social implications of "inclusion", and maps out the dilemmas facing its successful implementation.

Inclusive Education (World Yearbook of Education)

Education & Teaching

Garner, Philip

Schools & Teaching

Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice.

Emotional and Behavioural Difficulties in Mainstream Schools (International Perspectives on Inclusive Education, 1)

VISSER, JOHN

History & Philosophy

Emerald Publishing Limited

Knowledge, Values and Educational Policy

Lauder, Hugh

Porter, Jill

Taylor&Francis

This volume provides overviews and approaches to inclusive education from around the world. It defines the philosophical, political, educational and social implications of "inclusion", and maps out the dilemmas facing its successful implementation.

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