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Preface | |
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The Vygotskian Metaphor: Water | |
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Dialectics | |
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The Overriding Theme | |
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Visually Vygotsky: A Road Map for Readers | |
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What Is New about Vygotsky? | |
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Introduction | |
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Remembering My Father | |
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Remembering Our Friend, by His Colleagues | |
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Vygotsky and His Times | |
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Historical Beginnings: A Brief Look at the Background of Vygotsky | |
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Development of Consciousness: A Search for a New Psychology | |
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Psychology to Pedagogy | |
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Meeting Our Distant Mentor: Joan Meets Vygotsky | |
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Meeting Our Distant Mentor: Le Meets Vygotsky | |
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Conclusion | |
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Why Vygotsky? | |
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Why Do We Do What We Do? | |
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Thought at the Turn of the Century: 1900 | |
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Thought at the Turn of the Century: 2000 | |
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Evolution of Thought: 1900 to 2000 | |
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Conclusion | |
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Endnote | |
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Theorizing Theories and Thinking Thoughts | |
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Why We Juxtapose Theories and Theorists | |
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Finding Answers in a Historical Journey | |
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Multiple Perspectives to Multiple Learners | |
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Transmission Lens: Behaviorism/Positivism | |
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Generative Lens: Cognitive to Interactionist to Constructivist | |
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Transformative Lens: Social Constructionist | |
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Transforming Transformative: Critical Pedagogy | |
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Theory Is Practice: Example Lessons | |
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Journals: Reflections on Theory to Practice | |
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Classroom Application of Learning Theories | |
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Searching for a New Psychology | |
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Psychology to Pedagogy | |
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A Vygotskian Perspective on the Work of Piaget | |
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Vygotsky: Learning First, Then Development | |
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Vygotsky: Active Use of Language | |
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Major Points of Child Development: Vygotsky/Piaget | |
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Multiple Perspective for Multiple Realities | |
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Conclusion | |
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Endnotes | |
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Three Principal Principles | |
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Thought and Language | |
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Thinking about Words | |
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The Vygotskian Venn Diagram | |
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Expanding the Venn Diagram | |
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Cognitive Development and Language | |
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Autumn Leaves | |
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Unless It's Just a Language Thing | |
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Andrea and Art: More than Just a Language Thing | |
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Framework for Critical Praxis | |
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A Papi's Problem Posing | |
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Pat's Problem Solving | |
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Conclusion | |
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Endnote | |
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Sociocultural Teaching and Learning | |
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Two Senses of the Term Social | |
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Socioculturally Learning and Developing | |
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A Puzzle of Learning | |
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Classrooms as Cultures | |
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The Puzzle of Pedro | |
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High-Stakes Testing | |
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Going to the Movies | |
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Sam: A Teaching Time Line | |
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The Sociocultural and Pedagogical Puzzle | |
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The Pedagogical and Political Puzzle | |
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Manuel: To Name, to Reflect Critically, to Act | |
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What Oscar Taught Retta | |
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Blame the Victim | |
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Structure for Success | |
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Retta and Success | |
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Library Mapping | |
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Conclusion | |
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Endnotes | |
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The Zone of Proximal Development (ZPD) | |
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What is the Zone of Proximal Development? | |
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Visualizing the ZPD | |
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A Metaphor: A Hot Air Balloon Ride | |
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What Is Development? | |
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Interpersonal-Intrapersonal Communication | |
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Scientific and Spontaneous Concepts | |
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Spontaneous Concepts in the Community | |
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Scientific Concepts in the Schools | |
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The Integration of Spontaneous and Scientific Concepts | |
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Performance before Competence | |
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Learning Leads Development | |
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What Are Funds of Knowledge? | |
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Models of Parental Involvement | |
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Expanding the ZPD in Schools | |
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The Peace Patrol | |
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Mumbo-Jumbo Theory | |
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More ZPD in the Classroom | |
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Who Really Is the More Capable Peer? | |
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Cognitively Slipping in the Zone | |
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Safety within the ZPD | |
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Regression within the ZPD | |
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Children at Play | |
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Performances of Knowing | |
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Assessment and ZPD | |
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Conclusion | |
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Endnotes | |
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A Construction of Community | |
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Faltis's Framework | |
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Endnote | |
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Intersubjectivity, Intertextuality, Intercontextuality, and Consequential Progressions | |
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A Cognitive Coathook: Missing the Plane for New York | |
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Demonstrating Complex Constructs | |
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Social: Two Senses of Meaning | |
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Theory Is Practice: Amy, Le, and Jo | |
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A Metaphor: A Hall of Mirrors | |
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InterS: Intersubjectivity | |
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Theory Is Practice: Amy, Le, and Jo | |
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What Happens When People Talk? | |
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What Can Happen When Students and Teachers Talk | |
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Into the Classroom with the Watermelon Investigation | |
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InterS [congruent with] InterT + InterC | |
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InterT: Intertextuality | |
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Theory Is Practice: Amy, Le, and Jo | |
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InterC: Intercontextuality | |
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Theory Is Practice: Amy, Le, and Jo | |
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Consequential Progressions | |
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Theory Is Practice: Amy, Le, and Jo | |
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Text is Talk; Talk is Text | |
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Talk as It Relates to Consequential Progressions | |
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Theory Is Practice: Amy, Le, and Jo | |
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The Bill of Rights and Responsibilities | |
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Implications for Pull-Out Programs | |
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Conclusion | |
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Beyond Vygotsky | |
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A Definition of Terms Used | |
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Related Terms | |
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Conclusion | |
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Endnote | |
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Mentoring: Vygotsky's Vision Extended | |
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Cultural Competency for Transformative Education | |
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Gallavan Cultural Competencies Model | |
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Information, Access, and Opportunity | |
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Potential Sources and Consequential Outcomes | |
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Serendipitous Meeting of Minds: LeAnn Reflects | |
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LeAnn's Journal Reflection Continues | |
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Years Later: The Mentoring Continues | |
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New Directions: Our Mentoring Grows and Changes | |
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Summary | |
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References | |
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Index | |