LEADER 05860nam 2200769 450 001 9910462358303321 005 20200520144314.0 010 $a94-6091-803-4 024 7 $a10.1007/978-94-6091-803-2 035 $a(CKB)2670000000256656 035 $a(EBL)3034714 035 $a(SSID)ssj0000968924 035 $a(PQKBManifestationID)12478845 035 $a(PQKBTitleCode)TC0000968924 035 $a(PQKBWorkID)10985726 035 $a(PQKB)10058215 035 $a(SSID)ssj0000879198 035 $a(PQKBManifestationID)11461441 035 $a(PQKBTitleCode)TC0000879198 035 $a(PQKBWorkID)10836471 035 $a(PQKB)10407618 035 $a(DE-He213)978-94-6091-803-2 035 $a(OCoLC)809934167 035 $a(MiAaPQ)EBC3034714 035 $a(nllekb)BRILL9789460918032 035 $a(MiAaPQ)EBC1083769 035 $a(PPN)168342642 035 $a(Au-PeEL)EBL3034714 035 $a(CaPaEBR)ebr10602387 035 $a(CaONFJC)MIL422085 035 $a(Au-PeEL)EBL1083769 035 $a(OCoLC)827212296 035 $a(EXLCZ)992670000000256656 100 $a20131120d2012 uy 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 00$aLearning, social interaction and diversity $eexploring identities in school practices /$fedited by Eva Hjo?rne, Geerdina van der Aalsvoort and Guida de Abreu 205 $a1st ed. 2012. 210 1$aRotterdam, Netherlands :$cSense Publishers,$d2012. 210 4$d©2012 215 $a1 online resource (233 p.) 300 $aDescription based upon print version of record. 311 $a94-6091-802-6 311 $a94-6091-801-8 327 $aPreliminary Material /$rGeerdina van der Aalsvoort and Guida de Abreu -- Exploring Practices and the Construction of Identities in School /$rEva Hjörne , Geerdina van der Aalsvoort and Guida de Abreu -- Schooling and Spaces for Learning /$rRoger Säljö -- Boundary Crossing Events and Potential Appropriation Space in Philosophy, Literature and General Knowledge /$rMichèle Grossen , Tania Zittoun and Jenny Ros -- Rethinking Ethnic Minority Young People?s Participation in Multiple Sociocultural Contexts and its Impact on their Cultural Identities /$rEvangelia Prokopiou , Tony Cline and Guida de Abreu -- Making Sense of Homework: Parental Resources for Understanding Mathematical Homework in Multicultural Settings /$rSarah Crafter -- Ethnic Cultural Legacies and Learning English as a Foreign Language /$rWen-Chuan Lin and Gabrielle Ivinson -- Challenging Understandings of Bilingualism in the Language Sciences from the Lens of Research that Focuses Social Practices /$rSangeeta Bagga-Gupta -- Silence is Silver, Talk is Gold? Analysis of Classroom Talk in a Learner Centred Setting /$rEveline Wuttke -- Shaping Marginalized Identities and Indexing Deficient Behaviours in a Special Needs Unit /$rAnn-Carita Evaldsson and Yvonne Karlsson -- Beyond Teaching and Learning ? Disciplining Boys in Remedial Classes During the 1960's in Sweden /$rEva Hjörne and Pernilla Larsson -- The Effect of an Educational Electronic Book on the Emergent Literacy of Preschool Children at Risk for Learning Disabilities /$rAdina Shamir and Renat Fellah -- Video as a Potential Resource for Student Teachers? Agency Work /$rKristiina Kumpulainen , Auli Toom and Merja Saalasti -- How Dynamic Patterns of Teacher-Child Interaction can Provide Insight in the Learning Potential of Five Year Olds /$rAnnemieke Ensing , Geerdina van der Aalsvoort and Paul Van Geert -- Pre-Service Teachers? Representations of School Mathematics and Immigrant Children /$rMarcela Costanzi , Núria Gorgorió and Montserrat Prat -- Learning, Social Interaction and Diversity ? Future Challenges /$rGeerdina van der Aalsvoort and Eva Hjörne. 330 $aThe main idea of the book is to contribute to a broader understanding of learning, identity and diversity by presenting actual research findings that were retrieved from classroom settings and related social practices. Learning is to a large extent an ongoing social process as both students and their teachers learn by being part of shared social practices through social interactions that facilitate learning gains. Sociocultural research shows that the organization of schooling promotes or restricts learning, and is a crucial factor to understand how children from a diversity of backgrounds profit from instruction. This is a first urgent issue to be considered by teachers and teacher education in our socio and culturally diverse society. A second issue is the on-going debate about learning as a process that involves the construction of identities in schools and classrooms, and in the transitions between school and home practices. Last but not least, since school practices can be addressed from the perspective of diversity and special educational needs an on-going discussion about optimizing pedagogical approaches is of main importance to allow maximum educational effectiveness. Our potential audience for this book are researchers, post-graduate students in education and psychology, teachers, teacher education, other academics and policy makers. 606 $aMulticultural education 606 $aCommunication in education 606 $aSocial interaction in children 608 $aElectronic books. 615 0$aMulticultural education. 615 0$aCommunication in education. 615 0$aSocial interaction in children. 676 $a370.196 701 $aHjo?rne$b Eva$01032657 701 $aAalsvoort$b G. M. van der$01032658 701 $aAbreu$b Guida de$01032659 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462358303321 996 $aLearning, social interaction and diversity$92450637 997 $aUNINA