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Vygotsky and Education : Instructional Implications and Applications of Sociohistorical Psychology - Luis C. Moll

Vygotsky and Education

Instructional Implications and Applications of Sociohistorical Psychology

By: Luis C. Moll (Editor)

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Published: 30th November 1990
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The seminal work of Russian theorist Lev Vygotsky (1896-1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the "unique form of cooperation between the child and the adult that is the central element of the educational process." Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education.

"Luis Moll has done an invaluable job in compiling and editing Vygotsky and Education, a major volume of original papers focusing on the educational implications of Vygotsky's psychological theory...Moll's introduction to the volume is an unusually informative and useful treatise in its own right. It elucidates several key issues in Vygotsky's thought in a way that goes clearly beyond the typical standards in the genre of introductions." The Quarterly Newsletter of the Laboratory of Comparative Human Cognition "Vygotsky and Education is a useful book; it gives a true picture of Vygotskian scholarship in the West including its achievemnts, failures, and questions posed for future research." Alex Kozulin, American Journal of Psychology

Preface
Acknowledgments
Introduction
Historical and Theoretical Issues
Vygotsky: the man and his cause
The historical context of
Congitive development and formal schooling: the evidence from cross-cultural research
The voice of rationality in a sociocultural approach to mind
The social origins of self-regulation
Vygotsky, the zone of proximal development, and peer collaboration: implications for classroom practice
Educational Implications
Teaching mind in society: teaching, schooling, and literate discourse
A ygotskian interpretation of Reading recovery
Vygotsky in a whole-language perspective
The development of scientific concepts and discourse
Instructional Applications
Changes in a teacher's views of interactive comprehension instruction
Learning to read and write in an inner-city setting: a longitudinal study of community change
Writing as a cosial process
Creating zones of possibilities: combining social contexts for instruction
The zone of proximal development as basis for instruction
Detecting and defining science problems: a study of video-mediated lessons
Assisted performance in writing instruction with learning-disabled students
Name index
Subject index
Table of Contents provided by Publisher. All Rights Reserved.

ISBN: 9780521360517
ISBN-10: 052136051X
Audience: Professional
Format: Hardcover
Language: English
Number Of Pages: 452
Published: 30th November 1990
Publisher: Cambridge University Press
Country of Publication: GB
Dimensions (cm): 24.13 x 16.51  x 2.54
Weight (kg): 0.77