How students come to be, know, and do : a case for a broad view of learning /

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"Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Herrenkohl, Leslie Rupert, 1966-
Otros Autores: Mertl, Véronique, 1972-
Formato: Electrónico eBook
Idioma:Inglés
Publicado: New York : Cambridge University Press, 2010.
Colección:Learning in doing.
Temas:
Learning > United States > Case studies.
Science > Study and teaching (Elementary) > United States > Case studies.
Interpersonal relations > Study and teaching (Elementary) > United States > Case studies.
Group work in education > United States > Case studies.
City children > Education (Elementary) > United States > Case studies.
Apprentissage > États-Unis > Études de cas.
Sciences > Étude et enseignement (Primaire) > États-Unis > Études de cas.
Enseignement > Travail en équipe > États-Unis > Études de cas.
Enfants en milieu urbain > Enseignement primaire > États-Unis > Études de cas.
EDUCATION > Educational Psychology.
Group work in education
Interpersonal relations > Study and teaching (Elementary)
Learning
Science > Study and teaching (Elementary)
United States
Case studies
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Introduction
  • 1. The context lens
  • 2. How ways of knowing, doing, and being emerged in the classroom : interpersonal interactions and the creation of community, part I
  • 3. How ways of knowing, doing, and being emerged in the classroom : interpersonal interactions and the creation of community, part II
  • 4. Personal lens of analysis : individual learning trajectories
  • Conclusion.

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