Contexts for Learning: Sociocultural Dynamics in Children's Development

By Ellice A. Forman; Norris Minick et al. | Go to book overview
4.
Readers not familiar with the politics of race in the United States may not know this term. In brief, it is usually meant to depict a school located in a Black or Latino neighborhood that has been made attractive to Anglo-Saxon families because of a special characteristic, for example, an emphasis on teaching with computers. The hope is that these families will voluntarily send their children there to integrate what would otherwise be an ethnically or racially segregated school. Alternately, desegregation schools may be located in predominantly Anglo neighborhoods, and minority children are bussed into the school. All desegregation programs receive additional funding and programs, including such personnel as fine arts teachers, counselors, and librarians.
5.
Many elementary classrooms use webs, which resemble spider webs in their final design, to record information and questions. Webbing is especially helpful as a visual tool for categorization and organization of ideas. An example of a content theme web in Figure 1.2.
6.
Writing workshop is part of a process approach to writing that is becoming common in classrooms in the United States. It involves the following steps: topic selection, composition of a first (rough) draft, sharing the draft with friends and readers, revision of the draft, editing in a conference with the teacher or teacher assistant, illustration if appropriate, and final publication. Final products are usually shelved in the classroom library for open reading.
7.
The translation of Lupita's writing is not a literal one. For example, it is difficult to capture invented spellings from one language to another. Consequently, the translation is void of miscues and invented spellings.

References

Anyon J. ( 1980). Social class and the hidden curriculum of work. Journal of Education, 162( 1), 67-92.

Bakhurst D. J. ( 1986). Thought, speech and the genesis of meaning: on the 50th anniversary of Vygotsky's Myslenie i Rec' [Speech and Thinking]. Studies in Soviet Thought, 31, 102-29.

Bruner J. ( 1987). Prologue to the English edition. In L. S. Vygotsky. Collected Works (Vol. 1, pp. 1-16) ( R. Rieber & A. Carton, eds.; Minick N., transl.). New York: Plenum.

del P. Río, & Alvarez A. ( 1988). Aprendizaje y desarollo: La teoría de actividad y la zona de desarollo proximo [Learning and development: activity theory and the zone of proximal development]. In C. Coll (ed.). Psicología de la educación [Psychology of education] (pp. 1-34). Madrid: Alianza.

Goodlad J. ( 1984). A place called school. New York: McGraw-Hill.

Goodman Y., & Goodman K. ( 1990). Vygotsky in a whole language perspective.

In L. C. Moll (ed.). Vygotsky and education (pp. 223-50). Cambridge: Cambridge University Press.

Griffin P., & Cole M. ( 1984). Current activity for the future: the zo-ped. In B. Rogoff & J. Wertsch (eds.). Children's learning in the "zone of proximal development "(pp. 45-64). San Francisco: Jossey-Bass.

Minick N. ( 1985). L. S. Vygotsky and Soviet activity theory: new perspectives on the relationship between mind and society. Unpublished doctoral dissertation, Northwestern University.

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