LEADER 05440nam 22006735 450 001 9910255140703321 005 20250717134834.0 010 $a9789463003872 010 $a9463003878 024 7 $a10.1007/978-94-6300-387-2 035 $a(CKB)3710000000541866 035 $a(EBL)4217709 035 $a(SSID)ssj0001597143 035 $a(PQKBManifestationID)16297978 035 $a(PQKBTitleCode)TC0001597143 035 $a(PQKBWorkID)14885910 035 $a(PQKB)11622000 035 $a(DE-He213)978-94-6300-387-2 035 $a(MiAaPQ)EBC4217709 035 $a(OCoLC)933586997 035 $a(nllekb)BRILL9789463003872 035 $a(PPN)190882530 035 $a(MiAaPQ)EBC31302855 035 $a(Au-PeEL)EBL31302855 035 $a(OCoLC)1450103107 035 $a(EXLCZ)993710000000541866 100 $a20151222d2016 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aActivity Theory in Education $eResearch and Practice /$fby Dilani S. P. Gedera, P. John Williams 205 $a1st ed. 2016. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2016. 215 $a1 online resource (200 p.) 225 1 $aEducation Series 300 $aDescription based upon print version of record. 311 08$a9789463003865 311 08$a946300386X 311 08$a9789463003858 311 08$a9463003851 320 $aIncludes bibliographical references. 327 $aForeword -- Preface -- The Vygotsky Project in Education ? The Theoretical Foundations for Analysing the Relations between the Personal, Institutional and Societal Conditions for Studying Development -- Section I: Empirical Research on Using Activity Theory in Analysing Students? and Teachers? Experiences of Learning and Teaching in Face-to-Face, Blended and Fully Online Learning Contexts -- Using Activity Theory to Understand Student Teacher Perceptions of Effective Ways for Promoting Critical Thinking through Asynchronous Discussion Forums -- The Standard Child: National Testing Made Complex through the Lens of Cultural-Historical Activity Theory -- Section II: Insights in Identifying Historical and Systemic Tensions in Educational Contexts Using Activity Theory -- The Application of Activity Theory in Identifying Contradictions in a University Blended Learning Course -- Systemic Tensions in American Teacher Unions: An Activity Systems Analysis of Teacher Unions and Their Rolein Society -- An Activity Theoretical Approach towards Distributed Leadership for One-to-One Computing in a Singapore Elementary School -- Section III: Understanding Conceptual and Contextual Aspects of Educational Contexts through Activity Theory -- The Interactions between Emotion, Cognition, and Action in the Activity of Assessing Undergraduates? Written Work -- Turning Challenges into Opportunities: Investigating Technology Integration in Tertiary Level English Language Programmes through the Lens of Activity Theory -- Activity Theory and Online Community Education for Sustainability: When Systems Meet Reality -- Activity Theory Tools: What about Organisational Culture? -- Section IV: Application of Activity Theory in Understanding Teachers? PCK and Curriculum Development -- Exploring Teacher Pedagogical Content Knowledge (PCK) Development Using CoRes (Content Representations) -- Teachers Designing Classroom Curriculum through the Lens of Cultural-Historical Activity Theory. . 330 $aActivity Theory in Education: Research and Practice brings together cutting-edge scholars from a number of continents. Through in-depth case studies the authors highlight how Activity Theory is used in education and discuss the theoretical as well as pragmatic use of Activity Theory frameworks in a range of contemporary learning contexts. The first section of the book focuses on empirical research on using Activity Theory in analysing students? and teachers? experiences of learning and teaching in face-to-face and online learning contexts. The second section contains insights in identifying historical and systemic tensions in educational contexts using Activity Theory. The third section discusses conceptual and contextual aspects of educational contexts through Activity Theory, and Section four discusses the application of Activity Theory in understanding teachers? Pedagogical Content Knowledge and curriculum development. In spite of the widespread and rapidly increasing use of Activity Theory in educational research, few collections of this work are available. Activity Theory in Education: Research and Practice is such a much needed collection of practical experiences, theoretical insights and empirical research findings on the use of Activity Theory in educational settings.? ? Yrjö Engeström, Centre for Research on Activity, Development and Learning (CRADLE), The University of Helsinki. . 410 0$aEducation Series 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370 700 $aGedera$b Dilani S. P$4aut$4http://id.loc.gov/vocabulary/relators/aut$01059503 702 $aWilliams$b P. John$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910255140703321 996 $aActivity Theory in Education$92506725 997 $aUNINA