Learning Together: Children and Adults in a School Community

By Barbara Rogoff, Carolyn Goodman Turkanis, L. Bartlett. 2001

391 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2822e4720d7e3fe9d33515964c51b94ce19dab1a

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In Education

Citations in the corpus

Children's Development of Cultural Repertoires through Participation in Everyday Routines and Practices (2007, background): “Similarly, middle-class parent volunteers in a collaborative school were more likely to engage with children in ways that fit with intent community participation than parents with less such experience, even though the prior schooling of almost all the parents was similar to assembly-line instruction”
Children's attention to interactions directed to others: Guatemalan mayan and european american patterns. (2009, background): “…elementary school in Salt Lake City has demonstrated that it is possible to structure classroom learning in a way that allows children and teachers the opportunity to work with each other on meaningful projects in which children can learn from observing the work of others (Rogoff et al., 2001).”
Language delays of impoverished preschool children in relation to early academic and emotion recognition skills (2011, background): “At the theoretical level, from dynamic systems models it has been argued that disparate language levels will dynamically interact with knowledge structures, informationprocessing capacities, and ongoing emotional and social processes to determine how much comprehension and learning occurs by the chi”
Computational thinking and tinkering: Exploration of an early childhood robotics curriculum (2014, background): “Additionally, robotics can provide a fun and playful way for teachers to integrate academic content with the creation of liot Pearson Department of Child Development, 105 College Ave., Medford, MA 02155, USA.”
Measuring up Online: The Relationship between Social Presence and Student Learning Satisfaction. (2006, methodology): “This is consistent with Romberg’s (1992) method of clinical observations where “the details of what one observes shift from predetermined categories to new categories, depending upon initial observations” (p.”
Formative Assessment: Policy, Perspectives and Practice. (2011, background): “In such culturally dynamic learning communities students receive multiple forms of individual assistance and participate in rigorous learning activities that extend their initial approaches to learning (Rogoff et al., 2001).”