Learning For Life In The 21st Century Sociocultural Perspectives On The Future Of Education Gordon Wells by Gordon Wells, Guy Claxton 9780470753545, 9780631223306, 0470753544, 0631223304 instant download after payment.

United by the belief that the most significant factor in shaping the minds of young people is the cultural setting in which learning takes place, the twenty eminent contributors to this volume present new thinking on education across the boundaries of school, home, work and community.

Content:
Chapter 1 Introduction: Sociocultural Perspectives on the Future of Education (pages 1–17): Gordon Wells and Guy Claxton
Chapter 2 Education for the Learning Age: A Sociocultural Approach to Learning to Learn (pages 19–33): Guy Claxton
Chapter 3 Becoming the Village: Education Across Lives (pages 34–45): Jay L. Lemke
Chapter 4 The Gift of Confidence: A Vygotskian View of Emotions (pages 46–58): Holbrook Mahn and Vera John?Steiner
Chapter 5 From Activity to Directivity: The Question of Involvement in Education (pages 59–72): Pablo del Rio and Amelia Alvarez
Chapter 6 Sociocultural Perspectives on Assessment (pages 73–83): Caroline Gipps
Chapter 7 Teaching, Learning, and Development: A Post?Vygotskian Perspective (pages 84–96): Anna Stetsenko and Igor Arievitch
Chapter 8 Emerging Learning Narratives: A Perspective from Early Childhood Education (pages 87–111): Margaret Carr
Chapter 9 Semiotic Mediation and Mental Development in Pluralistic Societies: Some Implications for Tomorrow's Schooling (pages 112–126): Ruqaiya Hasan
Chapter 10 Learning to Argue and Reason Through Discourse in Educational Settings (pages 127–140): Clotilde Pontecorvo and Laura Sterponi
Chapter 11 Developing Dialogues (pages 141–153): Neil Mercer
Chapter 12 Supporting Students' Learning of Significant Mathematical Ideas (pages 154–166): Paul Cobb and Kay McClain
Chapter 13 A Developmental Teaching Approach to Schooling (pages 167–180): Seth Chaiklin
Chapter 14 Standards for Pedagogy: Research, Theory and Practice (pages 181–194): Stephanie Stoll Dalton and Roland G. Tharp
Chapter 15 Inquiry as an Orientation for Learning, Teaching and Teacher Education (pages 195–210): Gordon Wells
Chapter 16 Can a School Community Learn to Master its Own Future? An Activity?Theoretical Study of Expansive Learning Among Middle School Teachers (pages 211–224): Yrjo Engestrom, Ritva Engestrom and Arja Suntio
Chapter 17 Cultural Historical Activity Theory and the Expansion of Opportunities for Learning After School (pages 225–238): Katherine Brown and Michael Cole
Chapter 18 Building a Community of Educators Versus Effecting Conceptual Change in Individual Students: Multicultural Education for Pre?Service Teachers (pages 239–251): Eugene Matusov and Renee Hayes
Chapter 19 Organizing Excursions Into Specialist Discourse Communities: A Sociocultural Account of University Teaching (pages 252–264): Andy Northedge
Chapter 20 Afterword (pages 265–270): Luis C. Moll