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ISBN-10:
0415839041
ISBN-13:
9780415839044
Pub. Date:
06/15/2019
Publisher:
Taylor & Francis
Handbook of the Cultural Foundations of Learning / Edition 1

Handbook of the Cultural Foundations of Learning / Edition 1

by Na'ilah Suad Nasir, Carol Lee, Roy Pea

Hardcover

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Product Details

ISBN-13: 9780415839044
Publisher: Taylor & Francis
Publication date: 06/15/2019
Pages: 560
Product dimensions: 7.00(w) x 10.00(h) x (d)

About the Author

Na’ilah Suad Nasir is Associate Professor of Education and African-American Studies at the University of California at Berkeley. As co-director of Research in Cognition and Mathematics Education (RCME), her research centers on how issues of culture and race influence the learning, achievement, and educational trajectories of African-American and other minority students in urban school and community settings.

Carol D. Lee is Professor of Education and Social Policy, Learning Sciences, and African American Studies at Northwestern University. She has developed a theory of cultural modelling that provides a framework for the design and enactment of curriculum that draws on forms of prior knowledge that traditionally underserved students bring to classrooms.

Roy Pea is Professor of Learning Sciences and Education at Stanford University, where he also co-directs the Human Sciences & Technologies Advanced Research Institute (H-STAR Institute). His research focuses on how innovations in computing and communications technology can influence learning, thinking, collaboration, and educational systems.

Table of Contents

Section 1: Reframing Culture and Learning
(Section Editors: Tryphenia Peele-Eady & Tiffany Lee)

Chapter 1. Introduction to the Volume
(Handbook Steering Committee)

Chapter 2. Perspectives on diversity: Race, class, gender, exceptionality, and intersectionality
(Jim Banks, Carol Lee, Tiffany Lee)

Chapter 3. Reconceptualizing the qualitative/quantitative divide in the study of race and class
(Ezekiel Dixon-Roman & John Jackson)

Chapter 4. Inter-disciplinary, trans-disciplinary, and multi-disciplinary: Towards a methodology to study the cultural nature of learning
(Bill Penuel & TBD)

Section 2: The Socially-Adapted Brain, Development, and Culture
(Section Editors: Carol Lee & Mike Cole)

Chapter 5. Evolutionary & physiological contributions to understanding learning
(Tomasello & Cole)

Chapter 6. The Socially-adapted brain, culture, and learning
(Pat Kuhl, Andy Meltzoff, & Carol Lee)

Chapter 7. Implications of the cultural nature of development for learning
(Barbara Rogoff)

Chapter 8. Identity & culture for learning
(Margaret Beale-Spencer & Jackie Eccles)

Chapter 9. The challenges of stereotype threat for learning
(Claude Steele, Geoffrey Cohen)

Section 3: Language, Discourse, Mediation, Tools
(Section Editors: Roy Pea, Louis Gomez, & Ray McDermott)

Chapter 10. Learning “how to mean”: Meaningful Embodied and Symbolic expressions in cultural practices
(Roy Pea & Ray McDermott)

Chapter 11. Exceptionality in semiotic functioning
(David Rose (CAST)

Chapter 12. Emerging new media literacies
(Brigid Barron)

Chapter 13. Learning, positioning, and revoicing in discourse
(Sarah Michaels or Stanton Wortham)

Chapter 14. Argumentation and disciplinary norms
(Phill Bell & Noel Enydey)

Chapter 15. Culture, power, and language
(Guadalupe Valdes & H. Samy Alim)

Section 4: Environments and Settings of Learning
(Section Editors: Na’ilah Nasir & Luis Moll)

Chapter 16. Conceptualizing culture and learning outside of school
(Shirley Brice Heath & Kris Gutierrez)

Chapter 17. Learning in families
(Shelly Goldman, Harriet Romo, & Reed Stevens)

Chapter 18. Communities as contexts for learning
(Tryphenia Peele-Eady & Elizabeth Moje)

Chapter 19. Culture, race, and content learning in classrooms
(Beth Warren, Megan Bang, & Edd Taylor)

Chapter 20. Structuring access to learning in school: Organizations, institutions, and policies
(Linda Darling-Hammond & Angela Valenzuela)

Chapter 21. Social networks and the complexity of educational systems
(Bill Penuel, Ken Frank, Spiro Maroulis)

Section 5: Conclusions and Implications
(Potential Section Editor: Arnetha Ball)

Chapter 22. Implications for Teaching and Teacher Education
(Arnetha Ball & Etta Hollins)

Chapter 23. Relating complex learning and education research and practice
(Louis Gomez & Tony Bryk)

Chapter 24. Policy Implications
(Janelle Scott & Kevin Welner)