This unique collection of published articles and chapters, which represent the key themes and range of his research over the last 40 years, will be of interest to all followers of his work and any reader interested in the role of language ...
Author: Neil Mercer
In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Language and the Joint Creation of Knowledge draws on the most prominent writing of Neil Mercer, covering his ground-breaking and critically acclaimed work on the role of talk in education, and on the relationship between spoken language and cognition. The text explores key themes, relating theoretical ideas to research evidence and to practical educational situations that improve children’s lives. Offering students and researchers a clear, accessible and up-to-date account of a sociocultural perspective on the relationship between spoken language and cognition, it explains one of the key themes in Neil Mercer’s work – that humans have uniquely evolved the capacity to think together, or ‘interthink’. Offering a crucial insight into the work of Neil Mercer, this selection showcases why his approach has become the dominant paradigm in educational research, and why it is increasingly influential in the psychology of teaching and learning. This unique collection of published articles and chapters, which represent the key themes and range of his research over the last 40 years, will be of interest to all followers of his work and any reader interested in the role of language in education.
Language and the joint creation of knowledge: The selected works of Neil Mercer. London: Routledge. National Council for Accreditation of Teacher Education (NCATE). (2002). Professional standards for the accreditation of schools, ...
Author: Tara Ratnam
Publisher: Emerald Group Publishing
Understanding Excessive Teacher and Faculty Entitlement develops a body of professional knowledge by providing a deeper understanding of what manifests itself as 'excessive entitlement', by presenting a theoretical framework within which one can investigate issues and helps those concerned with education and teacher education.
Through analyzing talk which goes on in primary school classrooms and some other locations, this text explains the process of teaching and learning as a social, communicative activity.
Author: Neil Mercer
Publisher: Multilingual Matters
Through analyzing talk which goes on in primary school classrooms and some other locations, this text explains the process of teaching and learning as a social, communicative activity. It contains transcribed episodes of speech between learners and teachers, and learners to learners. The concepts described should be useful for teachers concerned with the quality of education in their classrooms.
The key for this synergetic expansion of knowledge is joint creation of knowledge by individuals and organizations. ... In the language of the present discussion, learning can be related to “internalization” which is but one of the four ...
Author: David Smith
Category: Business & Economics
Knowledge, Groupware, and the Internet details the convergence of modern knowledge management theory and emerging computer technologies, and discusses how they collectively enable business change and enhance an organization's ability to create and share knowledge. This compendium of authoritative articles explains the relationship between knowledge management and two major technologies enabling it: Groupware and the Internet. These critical technologies help an organization evolve from individual to group knowledge, quickly make tacit knowledge explicit, and enable people to use and apply this knowledge. Knowledge, Groupware and the Internet helps readers understand how to unite the people and technologies that define effective knowledge management.
First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice.
Author: Derek Edwards
First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers.
This is one way that new knowledge is created. In using language to make joint sense of their experience, two people may create a new kind of understanding that neither could have achieved alone – which they may both then go on to ...
Author: Karen Littleton
Through using spoken language, people are able to think creatively and productively together. This ability to ‘interthink’ is an important product of our evolutionary history that is just as important for our survival today. Many kinds of work activity depend on the success of groups or teams finding joint solutions to problems. Creative achievement is rarely the product of solitary endeavour, but of people working within a collective enterprise. Written in an accessible and jargon-free style, Interthinking: putting talk to work explores the growing body of work on how people think creatively and productively together. Challenging purely individualistic accounts of human evolution and cognition, its internationally acclaimed authors provide analyses of real-life examples of collective thinking in everyday settings including workplaces, schools, rehearsal spaces and online environments. The authors use socio-cultural psychology to explain the processes involved in interthinking, to explore its creative power, but also to understand why collective thinking isn’t always productive or successful. With this knowledge we can maximise the constructive benefits of our ability to interthink, and understand the best ways in which we can help young people to develop, nurture and value that capability. This book will be of great interest to academic researchers, postgraduates and undergraduates on Education and Psychology courses and to practicing teachers. It will also appeal to anyone with an interest in language, creativity and the role of psychology in everyday life.
... the main language problems must at last rest , I think , on the following observation : Language , the joint creation ... but if the Latin grounding has been thorough the acquisition of a reading knowledge of a modern language — and ...
... main language problems must at last rest , I think , on the following observation : Language , the joint creation of ... but if the Latin grounding has been thorough the acquisition of a reading knowledge of a modern language -- and ...
Nor should the acquisition of new vocabulary or new uses for language, whether in a childs first language or in ... Participation in Joint Creation of Knowledge The least familiar and Sociable Thinking: Cognitive Development in Early ...
Author: Olivia Saracho
Over the years, educational scholars have proposed different conceptions of the curriculum. It is as if each scholar, researcher, university educator, and practitioner has developed her or his own personal definition. Unfortunately, there is no one single definition that everybody has agreed upon. Table 1 presents a sample of these definitions. A universal definition for curriculum may continue to be elusive and may even change through the years to address changes in the social forces and changes in related school goals. Nonetheless, the approach in curriculum development is consistent. Curriculum developers establish goals, develop experiences, designate content, and evaluate experiences and outcomes. Most curriculum developers consistently use such terms as curriculum planning, curriculum development, curriculum implementation, and curriculum evaluation, and many others to describe curriculum related activities. Unfortunately, without a consistent definition of curriculum, it is difficult for the curriculum developers to identify what it is that needs to be planned, developed, implemented, or evaluated. If curriculum developers rely on the curriculum experts’ definitions, they will find that their definitions identify a product, a program, determine goals and objectives, and learner experiences. However, its heterogeneity may be inspiring if curriculum developers rely on the components of each definition that depict the richness of the field, which in turn, can provide a foundation for contemporary content, concepts, and creativity. A curriculum is an anthology of learning experiences, conceived and arranged based on a program’s educational goals and the community’s social forces. Each curriculum manifests an image of what children "ought to be and become" (Biber, 1984, p. 303) grounded on the awareness of social values and a system that interprets those values into experiences for learners. The concept of curriculum, as a distinctive domain of study within education, arose from the demand to arrange, organize, and translate such awareness into educational programs of study. It integrates the historical study of the goals and content of schooling, analyses of curriculum documents, and analyses of the children’s experiences in school. The first formal curriculum text was published in 1918 (Bobbit, 1918), although in the United States contemporary curriculum study goes back to the early 1890's, when lead committees challenged the form and structure of public schooling. Presently curriculum development is fundamental at all educational levels.
... 117-18 joint Construction stage 126, 127, 135-7, 144, 145, 148-50, 237 judgement genre 175-8 kindergarten discourse g4 Kingman Report (1988) 156 knowledge as capital 274-5 dominant definitions of 19, 268-9 about language 130-3 see ...
Author: Frances Christie
Publisher: A&C Black
Basil Bernstein began to develop his theory of social structure and power relations during the 1950s and 1960s. Early in the 1960s he met M. A. K. Halliday and Ruqaiya Hasan, who were developing the first formulations of what would become known as systemic functional (SF) linguistic theory. A far-reaching dialogue began. Bernstein recognized the significant role that language plays in the construction of social experience and social inequality. Halliday and Hasan were actively seeking a theory of language that would explain the nature of the social. In different ways, they acknowledged the powerful role of language in the social construction of experience. Their resulting enquiries brought both theories and scholars into dialogue. Contributors to this volume (including Hasan and Bernstein) continue this dialogue in a range of papers that draw on both SF linguistic theory (with special reference to genre) and Bernstein's sociological theory, particularly with reference to his later work on pedagogic device and pedagogic discourse. Several authors describe the influence of these theories on classroom practice, including English and mathematics, and literacy teaching in indigenous schools. Pedagogy and the Shaping of Consciousness is an important contribution to the explication of the two theories, the dialogue which they continue to provoke, and their contribution to the provision of more equal access to education.