Learning Together : Children and Adults in a School Community: Children and Adults in a School Community

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In lhis book, Barbara Rogoff puts into practice the theoretical account she presented in her highly acclaimed book =A6666nticeship 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.
 

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Contents

Lessons about Learning as a Community
3
Origins Principles and Structure of
19
Marilyn Johnston
33
Leslee BartlettCarolyn Goodman Turkanis and Barbara Rogoff
49
How Is This a Community?
59
Coming Home to School
67
Children Learningin a Community
91
What about Sharing?
108
A New Teacher Learning to Share Responsibility with Children
138
Kindergarten Again
156
Becoming an Adult Member in a Community of Learners
166
Teachers Learning about Parent Learning in a Community
175
A Teacher Learning about Adult Learning
188
Communities Learning Together Creating Learning Communities
200
NeverEnding Learning
225
Index
245

Learning to Manage Time
121
Teachers Learning about Teaching Children in a Community
131

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Page 6 - ... intelligence is an aid to freedom, not a restriction upon it. Sometimes teachers seem to be afraid even to make suggestions to the members of a group as to what they should do. I have heard of cases in which children are surrounded with objects and materials and then left entirely to themselves, the teacher being loath to suggest even what might be done with the materials lest freedom be infringed upon. Why, then, even supply materials, since they are a source of some suggestion or other?
Page 5 - Put it this way, as the statistics put it: before 1867, the year I was born, only one out of every six people lived in cities of more than 8,000 inhabitants, and there were only 141 such cities; by 1900, one out of three people lived in such a city, and the number of those cities was 547. . . . Nearly half a century has passed since 1900, and the transition from rural and village life to a big-city industrial civilization is a half-century farther along. I have seen the world of the child grow smaller...
Page 5 - I could turn a team of horses and a wagon in less space than a grown man needed to do it. No one had to tell us where milk came from, or how butter was made. We helped to harvest wheat, saw it ground into flour in the mill on our own stream; I baked bread for the family at thirteen. There was a paper mill, too, on our stream; we could learn the secrets of half a dozen other industries merely by walking through the open door of a neighbor's shop. No wonder school was a relatively unimportant place—...

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