Title
Learning in Classrooms: A CulturalHistorical Approach (ACTA Jutlandica),Used
Delivery time: 8-12 business days (International)
Using Vygotsky's ideas, this book contributes to the culturalhistorical study of school children's learning. The focus is not only on activities within the classroom, but on the importance of various extraneous conditions, for example educational ideology that can influence both instruction and learning. The comprehensive material is presented under five headings: 'School Traditions and Learning' which includes chapters covering the problem of gender and specialneeds education; learning strategies in elementary school; and ZPD in a schooling context. 'Educational Practice that Combines Community Knowledge and Social Science Studies' offers a look into dialogic research on learning about the Kobe earthquake; the cultural identity of minority children; a description of the way children in an innercity youth program talk and think about science, and relating how the children were responsible themselves for a project involving the growing, harvesting and marketing of herbs, flowers and vegetables; the transforming of ethnocultural traditions in a modern environment. 'Everyday Knowledge and Mathematics and Physics Learning' considers cognition in the classroom and analyses the teacher/learner interactions that take place during a mathematics class, with special focus on the culturalhistorical approach; and a study of learning activity in a Japanese mathematics classroom. 'Diversity in Learning Modes' examines how students become subjects of cooperative learning activityhere the strategies developed by girls seem to sustain 'mutual support', while the traditions that characterize the learning strategies of boys do not show the same level of cooperation; teacherstudent interaction; the sociomoral selfconcept of 12 year old Finnish children. 'Classroom Interaction and Discourse' covers the interactions between knowledge and school environment; understanding classroom practice; knowledge through childhood memories; and different ways of organizing salient and problematic action. This is an important book for teachers, administrators and others who want to know more about how teachers teach and children learn.
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⚠️ WARNING (California Proposition 65):
This product may contain chemicals known to the State of California to cause cancer, birth defects, or other reproductive harm.
For more information, please visit www.P65Warnings.ca.gov.
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Shipping & Returns
Shipping
We ship your order within 2–3 business days for USA deliveries and 5–8 business days for international shipments. Once your package has been dispatched from our warehouse, you'll receive an email confirmation with a tracking number, allowing you to track the status of your delivery.
Returns
To facilitate a smooth return process, a Return Authorization (RA) Number is required for all returns. Returns without a valid RA number will be declined and may incur additional fees. You can request an RA number within 15 days of the original delivery date. For more details, please refer to our Return & Refund Policy page.
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Warranty
We provide a 2-year limited warranty, from the date of purchase for all our products.
If you believe you have received a defective product, or are experiencing any problems with your product, please contact us.
This warranty strictly does not cover damages that arose from negligence, misuse, wear and tear, or not in accordance with product instructions (dropping the product, etc.).
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Frequently Asked Questions
- Q: What is the main focus of 'Learning in Classrooms: A Cultural-Historical Approach'? A: The book focuses on the cultural-historical study of school children's learning, emphasizing not only classroom activities but also the influence of external conditions such as educational ideology on instruction and learning.
- Q: Who is the author of the book? A: The author of the book is Mariane Hedegaard.
- Q: What are the key themes covered in the book? A: The book covers themes such as school traditions and learning, educational practices combining community knowledge, everyday knowledge in mathematics and physics learning, diversity in learning modes, and classroom interaction and discourse.
- Q: How many pages does the book have? A: The book contains 400 pages.
- Q: What is the publication date of this book? A: The book was published on September 1, 2001.
- Q: What type of binding does this book have? A: The book is available in paperback binding.
- Q: Is this book suitable for teachers and administrators? A: Yes, this book is important for teachers, administrators, and others interested in understanding how teaching and learning occur in educational settings.
- Q: What condition is the used book in? A: The book is listed as a used book in good condition.
- Q: Does the book discuss the impact of gender on learning? A: Yes, the book includes discussions on the problem of gender and its impact on learning strategies in elementary school.
- Q: Are there case studies included in the book? A: Yes, the book includes various case studies, such as a dialogic research project on the Kobe earthquake and the cultural identities of minority children.