Sinossi
This book shows how social identification and academic learning are deeply interdependent.
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Informazioni sull?autore
Stanton Wortham is Professor and Associate Dean for Academic Affairs at the University of Pennsylvania Graduate School of Education. He also has appointments in Anthropology, Communications and Folklore. His research applies techniques from linguistic anthropology to study interactional positioning and social identity development in classrooms. He is particularly interested in interrelations between the official curriculum and covert interactional patterns in classroom discourse, and in how the processes of learning and identity development interconnect. Dr. Wortham has written widely on classroom discourse and the linguistic anthropology of education. He has been a Spencer Foundation Dissertation Fellow and a National Academy of Education Postdoctoral Fellow. In 2001 he received the American Educational Research Association Cattell Early Career Award for Programmatic Research.
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
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Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
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Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
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Learning Identity : The Joint Emergence of Social Identification and Academic Learning
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Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
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Learning Identity : The Joint Emergence of Social Identification and Academic Learning
Editore:
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
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Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning (Paperback)
Editore:
Cambridge University Press, Cambridge, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
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Paperback. Condizione: new. Paperback. This book describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom. The book traces the identity development of two students, showing how they came habitually to occupy characteristic roles across an academic year. The book also traces two major themes from the curriculum, showing how students came to make increasingly sophisticated arguments about them. The book's distinctive contribution is to show in detail how social identification and academic learning became deeply interdependent. The two students developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them. And students learned about those curricular themes in part because the two students were socially identified in ways that illuminated those themes. This book describes how social identification and academic learning can deeply depend on each other, through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerged and how students learned curriculum in one classroom. The book traces the identity development of two students across an academic year, showing how they developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them and showing how students learned about curricular themes in part because the two students were socially identified in ways that illuminated those themes. The book's distinctive contribution is to demonstrate in detail how social identification and academic learning can become deeply interdependent. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Codice articolo 9780521608336
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
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Cambridge University Press 2010-04-23, 2010
ISBN 10: 0521608333
ISBN 13: 9780521608336
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