Sociocultural Theories of Learning and Motivation: Looking Back, Looking Forward
Dennis M. McInerney, Richard A. Walker, Gregory Arief D. Liem
IAP, 2011 - Education - 317 pages
A volume in Research on Sociocultural Influences on Motivation and Learning Series Editor: Dennis M. McInerney, The Hong Kong Institute of Education It is now nearly thirty years since sociocultural theories of learning created great excitement and debate amongst those concerned with learning in diverse contexts. Since that time significant advances have been made in sociocultural theory and research. Various sociocultural approaches to the understanding of learning (for example, sociocultural psychology, sociocultural discourse, cultural historical activity theory) have been developed and consolidated and new challenges are currently being addressed. In the motivational arena sociocultural approaches deriving from Vygotsky have only begun to emerge relatively recently. In this Volume we examine and evaluate the achievements of past sociocultural theory and research, and consider the future directions of sociocultural theory and research in the domains of learning and motivation.
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Motive and Motivation in Learning to Teach
Improving Individual Motivation
An Emerging Sociocultural Approach
The Educational Experiences
About the Authors
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achievement action activity theory analysis argued behavior Cambridge chapter child classroom cognitive collaborative communities of practice conceptual change learning context cultural cultural-historical activity curriculum deﬁned deﬁnition dents difﬁculties discourse discussion Educational Psychology Educational Researcher emotional engagement environment ethnography example experiences ﬁeld ﬁgured worlds ﬁnd ﬁndings ﬁrst ﬂexible focus focused function words goals grade Greeno Hedegaard identiﬁed individual inﬂuence Information Age interac interaction interest interpersonal knowledge learners lesson LIWC math mathematics MC Chris MC Lars McCaslin meaning mediated Moby-Dick motiva multiple Nolen object/motive paradigm participation particular peers Postpositivism potential reﬂections relation relationships scientiﬁc self-regulated learning semiotic signiﬁcant situated small groups social practices sociocultural approach sociocultural perspective sociocultural research sociocultural theory speciﬁc tabletalks task teacher teaching theoretical tion tive tural understanding University Press Valsiner values Vosniadou Vygotsky Vygotsky’s words