Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context

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Overview

Addressing widespread discontent with contemporary schooling, a unified theory of education is proposed that integrates the Vygotskian tradition-- to rouse minds to life through the development of discourse ability.
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Editorial Reviews

From the Publisher
"...perhaps the most important publication on teaching and teacher education to come out in the past five years...it forces the field to conceive of teaching in a new way." —Richard Shavelson, Past President of the American Education Research Association

"Lawrence Kohlberg wrote that American education has failed to take developmental psychology seriously. Tharp and Gallimore have taken it seriously and have demonstrated in this book not only that teaching must take account of the developmental status of the pupil but also that proper teaching, particularly the teaching of literacy, is necessary for the stimulation of the cognitive development of the pupil." Choice

"...perhaps the most important publication on teaching and teacher education to come out in the past five years...it forces the field to conceive of teaching in a new way." Richard Shavelson, Past President of the American Education Research Association

"Lawrence Kohlberg wrote that American education has failed to take developmental psychology seriously. Tharp and Gallimore have taken it seriously and have demonstrated in this book not only that teaching must take account of the developmental status of the pupil but also that proper teaching, particularly the teaching of literacy, is necessary for the stimulation of the cognitive development of the pupil." Choice

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Product Details

  • ISBN-13: 9780521362344
  • Publisher: Cambridge University Press
  • Publication date: 2/28/2008
  • Pages: 332
  • Product dimensions: 6.69 (w) x 8.98 (h) x 0.87 (d)

Table of Contents

Acknowledgments; Introduction; Part I. Teaching, Schooling, and Literacy: A Unified Theory of Education: 1. The redefinition of teaching and schooling; 2. A theory of teaching as assisted performance; 3. The means of assisting performance; 4. The social organization of assisted performance; 5. Language, literacy, and thought; Part II. Practice: 6. A school organized for teaching: the Kamehameha Elementary Education Program; 7. The activity setting of the instructional conversation: developing word and discourse meaning; 8. The orchestration of activity settings: learning and social interaction in the whole group and independent centers; 9. The interpsychological plane of teacher training; 10. Assisting teacher performance through the ZPD: a case study; 11. The intrapsychological plane of teacher training: the internalization of higher-order teaching skills; 12. The schools in mind and society; References; Author index; Subject index.

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