Learning and Practice

Agency and Identities
First Edition
Patricia F Murphy
Kathy Hall
Published in Association With the Open University
Learning and Practice
August 2008 | 224 pages | Sage UK
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Description

By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners' identities, as forms of competency, are transformed.

The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment.

Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment.

It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.

Contents

Introduction

Introduction

Mind and Learning

Mind and Learning

Culture, Tools and Learning

Culture, Tools and Learning

Opening up Practice

Opening up Practice

Additional materials

Description

By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners' identities, as forms of competency, are transformed.

The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment.

Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment.

It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.

Contents

Introduction

Introduction

Mind and Learning

Mind and Learning

Culture, Tools and Learning

Culture, Tools and Learning

Opening up Practice

Opening up Practice

Additional materials

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Learning and Practice

Agency and Identities

Patricia F Murphy , Kathy Hall
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August 2008 | 224 pages | Sage UK

Format Published Date ISBN Price

By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners' identities, as forms of competency, are transformed.

The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment.

Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment.

It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.


Table Of Contents:

  • Introduction
  • Mind and Learning
  • Culture, Tools and Learning
  • Opening up Practice

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