Learning Together : Children and Adults in a School Community

Rogoff, Barbara; Turkanis, Carolyn Goodman; Bartlett, Leslee

ISBN 10: 0195160312 / ISBN 13: 9780195160314

Edité par Oxford University Press, 2002

A propos de cet article

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Détails bibliographiques

• Titre: Learning Together : Children and Adults in a School Community
• Éditeur: Oxford University Press
• Date de parution: 2002
• Langue: anglais
• ISBN à 10 chiffres: 0195160312
• ISBN à 13 chiffres: 9780195160314
• Reliure: Couverture souple
• État de l'article: As New

A propos de ce titre

Synopsis

In this book, Barbara Rogoff puts into practice the theoretical account she presented in her highly acclaimed book Apprenticeship in Thinking. Here, Rogoff collaborates with two master teachers from an innovative school in Salt Lake City, Utah, where she conducted extensive research into what is involved when people learn--students, parents, and teachers alike. Illustrated with observations by participants in this school, this book shows that children and adults learn by participating within a community of learners. Their experiences will speak to all those interested in school improvement and in how people learn through engaging together in activities of mutual interest.

Présentation de l'éditeur

As the national debate about education intensifies, it is becoming clear that understanding how people learn is crucial to efforts to enhance education. In this book, Barbara Rogoff, author of the highly acclaimed book Apprenticship in Thinking, collaborates with Carolyn Goodman Turkanis and Leslee Bartlett, teachers at an innovative school in Salt Lake City, Utah to examine what is involved in learning - by students, parents and teachers alike. Eschewing the conventional idea that learning comes from the transmission of facts and concepts by experts, the editors and their colleagues focus on the idea of learning by collaborative participation with others in activities of mutual interest. This book demonstrates that learning as a community involves people learning together in purposeful activities, with mutual responsibilities, shared decision making, and motivation based on interest. At the Salt Lake City school, children as well as adults plan learning activities and adults learn as they guide children. The driving principle is that learning occurs through interested participation with other learners. In the view of many researchers, a paradigm shift is taking place in educational theory. This book contributes to this new theoretical perspective by examining ground breaking theory-in-practice. It should inspire researchers, educators, and parents to reflect on their own ideas about learning in their communities.