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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
Attention for Chapter 19: Reading and Writing as a Cultural Praxis of Youth
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Chapter title
Reading and Writing as a Cultural Praxis of Youth
Chapter number 19
Book title
Cultural-Historical Approaches to Studying Learning and Development
Published by
Springer, Singapore, January 2019
DOI 10.1007/978-981-13-6826-4_19
Book ISBNs
978-9-81-136825-7, 978-9-81-136826-4
Authors

Bernd Fichtner

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 1 Mendeley reader of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 1 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 1 100%
Readers by discipline Count As %
Psychology 1 100%