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Theories of Learning and Studies of Instructional Practice

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Cover of 'Theories of Learning and Studies of Instructional Practice'

Table of Contents

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    Book Overview
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    Chapter 1 Theorizing Practice
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    Chapter 2 Designing to Support Long-Term Growth and Development
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    Chapter 3 A Situative Perspective on Cognition and Learning in Interaction
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    Chapter 4 A Commentary on Incommensurate Programs
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    Chapter 5 Representational Competence: A Commentary on the Greeno Analysis of Classroom Practice
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    Chapter 6 The Interaction of Content and Control in Group Problem Solving and Learning
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    Chapter 7 Working Both Sides
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    Chapter 8 Responses to the Commentaries
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    Chapter 9 Saying More than You Know in Instructional Settings
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    Chapter 10 Schooling: Domestication or Ontological Construction?
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    Chapter 11 Developing Fluency versus Conceptual Change
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    Chapter 12 From Dialectic to Dialogic
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    Chapter 13 Vygotsky and Teacher Education in the Knowledge Age
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    Chapter 14 Responses to the Commentaries
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    Chapter 15 A Transactional Perspective on the Practice-Based Science of Teaching and Learning
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    Chapter 16 On Plants and Textual Representations of Plants: Learning to Reason in Institutional Categories
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    Chapter 17 The Contributions of the Transactional Perspective to Instructional Design and the Analysis of Learning in Social Context
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    Chapter 18 Transacting with Clancey’s “Transactional Perspective on the Practice-Based Science of Teaching and Learning”
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    Chapter 19 Making Sense of Practice in Mathematics: Models, Theories and Disciplines
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    Chapter 20 A Transactional Perspective on the Workshop: Looking Again and Wondering
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    Chapter 21 Do Moments Sum to Years? Explanations in Time
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    Chapter 22 Cultural Forms, Agency, and the Discovery of Invention in Classroom Research on Learning and Teaching
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    Chapter 23 Reflections on Practice, Teaching/Learning, Video, and Theorizing
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    Chapter 24 Can We Afford Theories of Learning?
Attention for Chapter 14: Responses to the Commentaries
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Summary
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Chapter title
Responses to the Commentaries
Chapter number 14
Book title
Theories of Learning and Studies of Instructional Practice
Published by
Springer, New York, NY, January 2011
DOI 10.1007/978-1-4419-7582-9_14
Book ISBNs
978-1-4419-7581-2, 978-1-4419-7582-9
Authors

James V. Wertsch, Sibel Kazak

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 5 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 5 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 2 40%
Student > Master 2 40%
Lecturer 1 20%
Readers by discipline Count As %
Linguistics 2 40%
Psychology 1 20%
Physics and Astronomy 1 20%
Social Sciences 1 20%

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