The Interdependence of Social Identification and Learning

By Stanton Wortham. 2004

195 citations recorded by the source corpus.

Subfields: Language and Linguistics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/803d74ec21cad7505af4f2f06c02850bce1e578d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. V. Baker
2. R. Berry
3. L.R. Lattuca
4. Melissa S. Gresalfi
5. Russell Korte

In Sociology and Political Science

1. V. Baker
2. M. Butt
3. R. Berry
4. Stephen Wilkins
5. L.R. Lattuca
6. Melissa S. Gresalfi
7. Russell Korte
8. K. Jackson

Citations in the corpus

• A review of social identity theory with implications for training and development (2007, background): “Considering not only what was learned (epistemological learning) but how the individual changed is what Wortham (2004) described as ontological learning.”
• The effects of social identification and organizational identification on student commitment, achievement and satisfaction in higher education (2016, background): “Although other studies have examined the effects of social identification on student learning and performance (e.g., Bliuc et al. 2011a; Bliuc et al. 2011b; Wortham 2004), no such research has been conducted in a business school setting and, to our knowledge, this is the first study to examine the e”
• Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, background): “The analysis that follows examines the ways in which classroom practices shape individual participation at two levels: (a) as a moment-by-moment process through which students are presented opportunities to participate in particular ways (Greeno & Gresalfi, 2008); and (b) over time, as expectations ”
• Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study (2010, background): “…that the process of identity development is influenced both by one’s self-assessments of intellectual and professional development and by the perceptions of others who influence one’s understandings of new identities (Baker Sweitzer 2008; Gee 2000–01; Lee and Boud 2003; Wortham 2004, 2006).”
• Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship (2018, background): “Such forms of agency are not external influences but processes that co-constitute cognition and instruction (Polman, 2006; Wortham, 2004, 2006).”
• Inclusion, Power, and Community:Teachers and Students Interpret the Language of Community in an Inclusion Classroom (2006, background): “For example, the use of positioning moves that mark some community members as incompetent (Dudley-Marling, 2004; Wortham, 2004) or, worse (in the community-of-learners view), nonparticipatory is likely to result in marginalization, that is, exclusion from the social and academic advantages of commun”
• Mathematical Caring Relations in Action (2010, unknown): “Linking what one knows to one’s construction of oneself is not uncommon (e.g., Belenky, Clinchy, Goldberger, & Tarule, 1997; Boaler, 2000; Cobb, Gresalfi, & Hodge, 2009; Harding, 1991; Larochelle, 2000; Wenger, 1998; Wortham, 2004).”