Learning Together : Children and Adults in a School Community: Children and Adults in a School Community
Santa Cruz Barbara Rogoff UCSC Foundation Professor of Psychology University of California, Santa Cruz Carolyn Goodman Turkanis UCSC Foundation Professor of Psychology University of California, Santa Cruz Leslee Bartlett UCSC Foundation Professor of Psychology University of California
Oxford University Press, USA, Apr 26, 2001 - Education - 272 pages
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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Origins Principles and Structure of
Leslee BartlettCarolyn Goodman Turkanis and Barbara Rogoff
How Is This a Community?
Coming Home to School
Children Learningin a Community
What about Sharing?
A New Teacher Learning to Share Responsibility with Children
Becoming an Adult Member in a Community of Learners
Teachers Learning about Parent Learning in a Community
A Teacher Learning about Adult Learning
Communities Learning Together Creating Learning Communities
Learning to Manage Time
Teachers Learning about Teaching Children in a Community
Other editions - View all
adults asked become began Big Ideas build Carolyn casino kid challenge chil child children's learning choices classmates classroom collaborative collaborative learning committee community of learners continue contribute conversations coordinate create curriculum decided decision developed discussion Egg Baby City evaluate example expected experience families feel felt former OC goals grade help children important independent center instruction interaction involved issues Karen Steele kid co-oping kindergarten learning activities learning community learning environment Leslee lesson listening look math meetings newcomers OC students OC teachers opportunities parent co-operative parents and teachers participation planning play practices principles of learning problem solving questions reading Reading Rainbow reflect responsibility rience role Salt Lake City sharing circle sixth-graders skills sometimes strategies structure talk teacher and co-opers teaching things Thoreau School topic troll dolls understand wanted week writing
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—...