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Cultural-Historical Approaches to Studying Learning and Development

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Cover of 'Cultural-Historical Approaches to Studying Learning and Development'

Table of Contents

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    Book Overview
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    Chapter 1 Cultural–Historical Approaches to Studying Learning and Development: Societal, Institutional and Personal Perspectives
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    Chapter 2 Children’s Perspectives and Institutional Practices as Keys in a Wholeness Approach to Children’s Social Situations of Development
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    Chapter 3 Psychological Content of Developmental Education in the Cultural-Historical Approach
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    Chapter 4 A Collective Social Situation of Development for Understanding Play in Families
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    Chapter 5 The Cultural Nature of the Zone of Proximal Development: Young People with Severe Disabilities and Their Development of Independence
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    Chapter 6 Supporting Heritage Language Development Through Adults’ Participation in Activity Settings
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    Chapter 7 Motives and Demands in Parenting Young Children: A Cultural-Historical Account of Productive Entanglement in Early Intervention Services
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    Chapter 8 The Double Move in Meaningful Teaching Revisited
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    Chapter 9 Vygotsky’s Developmental Pedagogy Recontextualised as Hedegaard’s Double-Move: Science Teaching in Grades 1 and 2 in a Disadvantaged School in South Africa
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    Chapter 10 Building and Using Common Knowledge as a Tool for Pedagogic Action: A Dialectical Interactive Approach for Researching Teaching
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    Chapter 11 Am I Doing It Right? Normative Performativity in the Emergence of Learning as a Leading Activity
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    Chapter 12 Motive-Demand Dynamics Creating a Social Context for Students’ Learning Experiences in a Making and Design Environment
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    Chapter 13 Motive Orientation and the Exercise of Agency: Responding to Recurrent Demands in Practices
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    Chapter 14 The Work of Learning from Silence
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    Chapter 15 Social Practice Theory and the Historical Production of Persons
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    Chapter 16 Cultural-Historical Activity Theory Meets Developmental Systems Perspective: Transformative Activist Stance and Natureculture
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    Chapter 17 Units and Wholes in the Cultural-Historical Theory of Child Development
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    Chapter 18 Studying Children’s Friendship Activities Ethically Using the Interaction-Based Observation Method
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    Chapter 19 Reading and Writing as a Cultural Praxis of Youth
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    Chapter 20 Re-covering the Idea of a Tertiary Artifact
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    Chapter 21 Mariane Hedegaard’s Contribution to Developmental Didactics and to Pedagogical Research in the Brazilian Context
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Cultural-Historical Approaches to Studying Learning and Development
Published by
Springer Singapore, July 2019
DOI 10.1007/978-981-13-6826-4
978-9-81-136825-7, 978-9-81-136826-4

Edwards, Anne, Fleer, Marilyn, Bøttcher, Louise

Twitter Demographics

The data shown below were collected from the profiles of 4 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 13 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 13 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 4 31%
Professor 3 23%
Unspecified 1 8%
Student > Doctoral Student 1 8%
Student > Ph. D. Student 1 8%
Other 3 23%
Readers by discipline Count As %
Social Sciences 6 46%
Computer Science 1 8%
Environmental Science 1 8%
Psychology 1 8%
Unspecified 1 8%
Other 1 8%
Unknown 2 15%