The acquisition of a child by a learning disability

McDermott, Ray

doi:10.1017/cbo9780511625510.011

Cited by 335 publications

(183 citation statements)

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“…Lave and McDermott argue that common sense uses of the term implicitly lends itself to the former-to the degree that, as Lave points out, most people talking about context will "sketch in the air a shell about the size and shape of a pumpkin" (Lave, for her part, is citing an orally reported observation by Bruno Latour) [51,52]. The gist of this metaphor is that the focal object is located inside the context-container which may then affect it (and vice versa).…”

Section: Context-a Minimal Conceptmentioning

confidence: 99%

“…Examples of the latter are ways of communicating with each other (orally, in writing, per email) and of arranging for learners to demonstrate their skills in practice or at exams etc. A prominent educational research approach which emphasizes this category with all its levels is activity theory [52,76,77].…”

Section: A Typology Of "Contexts" For Understanding the Significancementioning

confidence: 99%

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On the Concept of Context

2018

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This article aims to clarify the concept of context. Our motivation is the lack of consensus on what context is, despite common accept of the claim that learning is context-dependent to some degree, and despite a widespread interest in researching learning in specific contexts such as museums, classrooms, or workplace settings. We provide a minimal concept which is applicable to all references to context, properly construed. We point out that more general considerations of contextuality and compositionality must be reconciled and balanced out if the role of context in relation to learning is to be understood. We then flesh out the minimal concept with a typology of context categories relevant for understanding the significance of context for learning. The categories are location, understood both in a physical-geographical and an institutional sense, knowledge domain, sequence of occurrences, activity, historical period, social relationship, and horizon of significance. We illustrate the usefulness of the typology through pointing out how it could help clarify discussions about transfer of knowledge and skills.

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Section: Context-a Minimal Conceptmentioning

confidence: 99%

Section: A Typology Of "Contexts" For Understanding the Significancementioning

confidence: 99%

On the Concept of Context

2018

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“…Their ability to do so affects how they interpret the social and academic interactions between themselves and their students as well as between students (Kozleski, Artiles, McCray, & Lacy, 2014). For instance, the decision to refer a child for additional help, assessment, and services such as special education begins with teachers' understanding of learning as cultural practice (McDermott, 1993;McDermott & Varenne, 1995). This is an urgent need in an educational system that continues to use special education as a tool to sort children who challenge teachers' skills and understanding of how sociocultural backgrounds, language, and experience alter assumptions about the tacit knowledge that students bring to the classroom (Kozleski, Artiles, & Skrtic, 2014).…”

Section: The Cultural Work Of Teacher Educationmentioning

confidence: 99%

The Cultural Work of Teacher Education

Kozleski¹,

Handy

2017

Theory Into Practice

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Engaging teacher education as cultural work positions teacher educators and pre-service teachers as cultural workers. Cultural workers foreground the cultural complexities of their situated experiences while aiming to produce cultures that transform prevailing inequalities and injustices in public education. Doctoral students are also cultural workers translating the world of academia and their role in it as they learn to educate teacher candidates. How doctoral candidates engage in this cultural work depends greatly on the degree to which their faculty mentors are able to reveal the contradictions and opportunities for expansive learning that co-exist within schools of education and individual departments such as curriculum and learning. This paper looks at this conundrum from the perspectives of a doctoral student and a senior faculty member.

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“…Se plantea además que la problemática del aula debe procurar fascinar a los estudiantes para que se interesen por la física y no sea una disciplina orientada a esas pocas personas a quien se les facilita, sino que por el contrario un adecuado uso del contexto permita identificar, no solo lo que se les enseña a los estudiantes sino también el para qué (McDermott, 1993;Redish, 1994;McDermott y Redish, 1999;Finkelstein, 2005).…”

Section: Contextualización De La Enseñanza De La Físicaunclassified

Contexto en la enseñanza de las ciencias: análisis al contexto en la enseñanza de la física

Peña

2016

Góndola Ens Aprend Cienc

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ResumenEn este trabajo se presenta una aproximación al estado del arte sobre las investigaciones en didáctica de las ciencias relacionadas con el papel del contexto en la enseñanza de las ciencias, particularmente de la física. Se presenta un análisis a las visiones del contexto en la enseñanza de las ciencias en general, al desarrollar una construcción sobre el concepto de contexto y las diferentes formas como se ha introducido en la enseñanza de las ciencias. Se realiza un análisis a la construcción conceptual del concepto de contexto dentro de lo cultural, y se discute el contexto en la enseñanza de la física desde algunas posturas epistemológicas y prácticas. Finalmente, se muestran algunas reflexiones que buscan recoger puntos relevantes y plantear posibles campos de investigación para trabajos futuros.Palavras chaves: contexto, cultura, didáctica, estilo de enseñanza, física. AbstractThis paper presents an approach to the art state on science education research, related to the role of context in science teaching, particularly in physics teaching. An analysis of visions about de concept of context is presented, in science teaching in general, where construction of the concept of context take different ways and interpretations in science education. We present an analysis of the conceptual construction of

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The acquisition of a child by a learning disability

Cited by 335 publications

References 0 publications

On the Concept of Context

On the Concept of Context

The Cultural Work of Teacher Education

Contexto en la enseñanza de las ciencias: análisis al contexto en la enseñanza de la física

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