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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Hardcover. Condizione: Very Good. Learning Identity: The Joint Emergence of Social Identification and Academic Learning This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. Codice articolo 7719-9780521845885
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
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Learning Identity (Hardcover)
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Hardcover. Condizione: new. Hardcover. 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, 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. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Codice articolo 9780521845885
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
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Learning Identity
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Learning Identity (Hardcover)
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ISBN 13: 9780521845885
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Hardcover. Condizione: new. Hardcover. 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, 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. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. Codice articolo 9780521845885
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Da: Revaluation Books, Exeter, Regno Unito
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Hardcover. Condizione: Brand New. 305 pages. 9.00x6.25x0.75 inches. In Stock. Codice articolo x-0521845882
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