Table of Contents

ContributorsIntroduction: Integration of Individual, Social and Institutional Processes in Accounts of Children's Learning and Development, Norris Minick, C. Addison Stone, and Ellice A. FormanPART 1: Discourse and Learning in Classroom Practice1. Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction, L.C. Moll and K.F. Whitmore2. First-Grade Dialogues for Knowledge Acquisition and Use, A.S. Palinscar, A.L. Brown and J.C. Campione3. The Dynamics of Discourse: Literacy and the Construction of Knowledge, G.M. Chang and G. Wells4. Discourse, Mathematical Thinking, and Classroom Practice, P. Cobb, T. Wood and E. Yackel5. Creating and Reconstituting Contexts: Educational Interactions Including a Computer Program, P. Griffin, A. Belyaeva and G. SoldatovaCommentary: Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition, G. HatanoPART II: Interpersonal Relations in Formal and Informal Education6. What's Missing in the Metaphor of Scaffolding, C.A. Stone7. Deconstruction in the Zone of Proximal Development, B.E. Litowitz8. Vygotsky, Hymes and Bakhtin: From Word to Utterance and Voice, C.B. Cazden9. A Vygotskian Perspective on Children's Collaborative Problem-Solving Activities, E.A. Forman and J.A. McPhail10 Toddlers' Guided Participation with Their Caregivers in Cultural Activity, B. Rogoff et al.Commentary: Away from Internalization, M. PackerPART III: The Sociocultural Institutions of Formal and Informal Education11. The Institutional and Social Context of Educational Practice and Reform, R. Tharp12. The Generation and Transmission of Shared Knowledge in the Culture of Collaborative Learning: The Fifth Dimension, Its Play-World, and Its Institutional Contexts, A. Nicolopoulou and M. Cole13. Activity Settings of Early Literacy: Home and School Factors in Children's Emergent Literacy, R. Gallimore14. A Sociocultural Approach to Agency, J.V. Wersch, P. Tulviste and F.A. Hagstrom15. Commentary: The Interface between Sociocultural and Psychological Aspects of Cognition, R. SerpellAfterword: Direction of Post-Vygotskian Research, Jacqueline J. GoodnowName IndexSubject Index