imported>Raymond Johnson |
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| Line 1: |
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| == Contents ==
| | {{Title|Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research}} |
| | __NOTOC__ |
| | * Authors: [[Paul Cobb]] and [[Erna Yackel]] |
| | * Journal: [[Educational Psychologist]] |
| | * Year: 1996 |
| | * Source: http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265 |
|
| |
|
| | ==Abstract== |
| | Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice. |
|
| |
|
| Part I: Introduction
| | ==Cite== |
| | | ;APA |
| <ol start="1">
| | : Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. ''Educational Psychologist'', 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265 |
| <li>[[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]] by [[Gwendolyn Lloyd|Gwendolyn M. Lloyd]], [[Janine Remillard|Janine T. Remillard]], and [[Beth Herbel-Eisenmann|Beth A. Herbel-Eisenmann]]</li>
| | ;BibTeX |
| </ol>
| |
| | |
| Part II: Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials
| |
| | |
| <ol start="2">
| |
| <li>[[Brown (2009)|The teacher-tool relationship: Theorizing the design and use of curriculum materials]] by [[Matthew Brown|Matthew W. Brown]]</li>
| |
| <li>[[Stein & Kim (2009)|The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning]] by [[Mary Kay Stein]] and [[Gooyeon Kim]]</li>
| |
| <li>[[McClain, Zhao, Visnovska, & Bowen (2009)|Understand the role of the institutional context in the relationship between teachers and text]] by [[Kay McClain]], [[Qing Zhao]], [[Jana Visnovska]], and [[Erik Bowen]]</li>
| |
| <li>[[Chval, Chávez, Reys, & Tarr (2009)|Considerations and limitations related to conceptualizing and measuring textbook integrity]] by [[Kathryn Chval|Kathryn B. Chval]], [[Óscar Chávez]], [[Barbara Reys|Barbara J. Reys]], and [[James Tarr]]</li>
| |
| <li>[[Remillard (2009)|Part II commentary: Considering what we know about the relationship between teachers and curriculum materials]] by [[Janine Remillard|Janine T. Remillard]]</li>
| |
| <li>[[Larson (2009)|Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials]] by [[Matthew Larson|Matthew R. Larson]]</li>
| |
| </ol>
| |
| | |
| Part III: Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum
| |
| | |
| <ol start="8">
| |
| <li>[[Grant, Kline, Crumbaugh, Kim, & Cengiz (2009)|How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?]] by [[Theresa Grant|Theresa J. Grant]], [[Kate Kline]], [[Carol Crumbaugh]], [[Ok-Kyeong Kim]], and [[Nesrin Cengiz]]</li>
| |
| <li>[[The El-Barrio-Hunter College PDS Partnership Writing Collective (2009)|On the unique relationship between teacher research and commercial mathematics curriculum development]] by [[The El Barrio-Hunter College PDS Partnerships Writing Collective]]</li>
| |
| <li>[[Herbel-Eisenmann (2009)|Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?]] by [[Beth Herbel-Eisenmann|Beth A. Herbel-Eisenmann]]</li>
| |
| <li>[[Eisenmann & Even (2009)|Similarities and differences in the types of algebraic activities in two classes taught by the same teacher]] by [[Tammy Eisenmann]] and [[Ruhama Even]]</li>
| |
| <li>[[Ziebarth, Hart, Marcus, Ritsema, Schoen, & Walker (2009)|High school teachers as negotiators between curriculum intentions and enactment]] by [[Steven Ziebarth|Steven W. Ziebarth]], [[Eric Hart|Eric W. Hart]], [[Robin Marcus]], [[Beth Ritsema]], [[Harold Schoen|Harold L. Schoen]], and [[Rebecca Walker]]</li>
| |
| <li>[[Pimm (2009)|Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination]] by [[David Pimm]]
| |
| <li>[[Schnepp (2009)|Part III commentary: Teachers and the enacted curriculum]] by [[Marty Schnepp|Marty J. Schnepp]]
| |
| </ol>
| |
| | |
| # [[Behm & Lloyd (2009)|Factors influencing student teachers’ use of mathematics curriculum materials]] by [[Stephanie Behm|Stephanie L. Behm]] and [[Gwendolyn Lloyd|Gwendolyn L. Lloyd]]
| |
| # [[Christou, Menon, & Philippou (2009)|Beginning teachers’ concerns regarding the adoption of new mathematics curriculum materials]]
| |
| # [[Silver, Ghousseini, Charalambous, & Mills (2009)|Exploring the curriculum implementation plateau: An instructional perspective]]
| |
| # [[Cooney (2009)|Part IV commentary: Considering the confounding nature of teachers’ use of curriculum materials]]
| |
| # [[Phillips (2009)|Part IV commentary: Use of curriculum materials at different points on the professional continuum]]
| |
| # [[Doerr & Chandler-Olcott|Negotiating the literacy demands of standards-based curriculum materials: A site for teachers’ learning]]
| |
| # [[McDuffie & Mather (2009)|Middle school mathematics teachers’ use of curricular reasoning in a collaborative professional development project]]
| |
| # [[Drake & Sherin (2009)|Developing curriculum vision and trust: Changes in teachers’ curriculum strategies]]
| |
| # [[Jaworski (2009)|Part V commentary: Development of teaching through research into teachers’ use of mathematics curriculum materials and relationships between teachers and curriculum]]
| |
| # [[Davenport (2009)|Part V commentary: What does it take to learn from and through curriculum materials?]]
| |
| | |
| == Metadata ==
| |
| | |
| === APA ===
| |
| | |
| Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.). (2009). Mathematics teachers at work: Connecting curriculum materials and classroom instruction (p. 375). New York, NY: Routledge.
| |
| | |
| === BibTeX ===
| |
| <pre> | | <pre> |
| @book{Remillard2009, | | @article{Cobb1996a, |
| address = {New York, NY},
| | author = {Cobb, Paul and Yackel, Erna}, |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| | doi = {10.1080/00461520.1996.9653265}, |
| pages = {375},
| | journal = {Educational Psychologist}, |
| publisher = {Routledge},
| | number = {3-4}, |
| title = {{Mathematics teachers at work: Connecting curriculum materials and classroom instruction}},
| | pages = {175--190}, |
| year = {2009}
| | title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}}, |
| }
| | url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265}, |
| </pre>
| | volume = {31}, |
| | | year = {1996} |
| <pre>
| |
| @incollection{Lloyd2009,
| |
| address = {New York, NY},
| |
| author = {Lloyd, Gwendolyn M. and Remillard, Janine T. and Herbel-Eisenmann, Beth A.},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {1},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {3--14},
| |
| publisher = {Routledge},
| |
| title = {{Teachers' use of curriculum materials: An emerging field}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Brown2009,
| |
| address = {New York, NY},
| |
| author = {Brown, Matthew W.},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {2},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {17--36}, | |
| publisher = {Routledge},
| |
| title = {{The teacher-tool relationship: Theorizing the design and use of curriculum materials}}, | |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Stein2009,
| |
| address = {New York, NY},
| |
| author = {Stein, Mary Kay and Kim, Gooyeon},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {3},
| |
| editor = {Remillard, Janine T and Herbel-Eisenmann, Beth A and Lloyd, Gwendolyn M},
| |
| pages = {37--55},
| |
| publisher = {Routledge},
| |
| title = {{The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{McClain2009,
| |
| address = {New York, NY},
| |
| author = {McClain, Kay and Zhao, Qing and Visnovska, Jana and Bowen, Erik},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {4},
| |
| editor = {Remillard, Janine T and Herbel-Eisenmann, Beth A and Lloyd, Gwendolyn M},
| |
| pages = {56--69},
| |
| publisher = {Routledge},
| |
| title = {{Understand the role of the institutional context in the relationship between teachers and text}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Chaval2009,
| |
| address = {New York, NY},
| |
| author = {Chval, Kathryn B. and Chávez, Óscar and Reys, Barbara J. and Tarr, James},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {5},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {70--84},
| |
| publisher = {Routledge},
| |
| title = {{Considerations and limitations related to conceptualizing and measuring textbook integrity}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Remillard2009,
| |
| address = {New York, NY},
| |
| author = {Remillard, Janine T.},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {6},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {85--92},
| |
| publisher = {Routledge},
| |
| title = {{Part II commentary: Considering what we know about the relationship between teachers and curriculum materials}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Larson2009,
| |
| address = {New York, NY},
| |
| author = {Larson, Matthew R.},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {7},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {93--99},
| |
| publisher = {Routledge},
| |
| title = {{Part II commentary: A curriculum decision-maker's perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Grant2009,
| |
| address = {New York, NY},
| |
| author = {Grant, Theresa J. and Kline, Kate and Crumbaugh, Carol and Kim, Ok-Kyeong and Cengiz, Nesrin},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {8},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {103--117},
| |
| publisher = {Routledge},
| |
| title = {{How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?}},
| |
| year = {2009}
| |
| } | |
| | |
| @incollection{ElBarrio2009,
| |
| address = {New York, NY},
| |
| author = {The El-Barrio-Hunter College PDS Partnership Writing Collective},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {9},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {118--133},
| |
| publisher = {Routledge},
| |
| title = {{On the unique relationship between teacher research and commercial mathematics curriculum development}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Herbel-Eisenmann2009,
| |
| address = {New York, NY},
| |
| author = {Herbel-Eisenmann, Beth A.},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {10},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {134--151},
| |
| publisher = {Routledge},
| |
| title = {{Negotiating the "presence of the text": How might teachers' language choices influence the positioning of the textbook?}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Eisenmann2009,
| |
| address = {New York, NY},
| |
| author = {Eisenmann, Tammy and Even, Ruhama},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {11},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {152--170},
| |
| publisher = {Routledge},
| |
| title = {{Similarities and differences in the types of algebraic activities in two classes taught by the same teacher}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Ziebarth2009,
| |
| address = {New York, NY},
| |
| author = {Ziebarth, Steven W. and Hart, Eric W. and Marcus, Robin and Ritsema, Beth and Schoen, Harold L. and Walker, Rebecca},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {12},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {171--189},
| |
| publisher = {Routledge},
| |
| title = {{High school teachers as negotiators between curriculum intentions and enactment}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Pimm2009,
| |
| address = {New York, NY},
| |
| author = {Pimm, David},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {13},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {190--196},
| |
| publisher = {Routledge},
| |
| title = {{Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Schnepp2009,
| |
| address = {New York, NY},
| |
| author = {Schnepp, Marty J.},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {14},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {197--202},
| |
| publisher = {Routledge},
| |
| title = {{Part III commentary: Teachers and the enacted curriculum}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Behm2009,
| |
| address = {New York, NY},
| |
| author = {Behm, Stephanie L. and Lloyd, Gwendolyn M.},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {15},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {205--222},
| |
| publisher = {Routledge},
| |
| title = {{Factors influencing student teachers' use of mathematics curriculum materials}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Christou2009,
| |
| address = {New York, NY},
| |
| author = {Christou, Constantinos and Menon, Maria Eliophotou and Philippou, George},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {16},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {223--244},
| |
| publisher = {Routledge},
| |
| title = {{Beginning teachers' concerns regarding the adoption of new mathematics curriculum materials}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Silver2009,
| |
| address = {New York, NY},
| |
| author = {Silver, Edward A. and Ghousseini, Hala and Charalambous, Charalambos Y. and Mills, Valerie},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {17},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {245--265},
| |
| publisher = {Routledge},
| |
| title = {{Exploring the curriculum implementation plateau: An instructional perspective}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Cooney2009,
| |
| address = {New York, NY},
| |
| author = {Cooney, Thomas J.},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {18},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {266--273},
| |
| publisher = {Routledge},
| |
| title = {{Part IV commentary: Considering the confounding nature of teachers' use of curriculum materials}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Phillips2009,
| |
| address = {New York, NY},
| |
| author = {Phillips, Eileen},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {19},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {274--279},
| |
| publisher = {Routledge},
| |
| title = {{Part IV commentary: Use of curriculum materials at different points on the professional continuum}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Doerr2009,
| |
| address = {New York, NY},
| |
| author = {Doerr, Helen M. and Chandler-Olcott, Kelly},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {20},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {283--301},
| |
| publisher = {Routledge},
| |
| title = {{Negotiating the literacy demands of standards-based curriculum materials: A site for teachers' learning}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{McDuffie2009,
| |
| address = {New York, NY},
| |
| author = {McDuffie, Amy Roth and Mather, Martha},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {21},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {302--320},
| |
| publisher = {Routledge},
| |
| title = {{Middle school mathematics teachers' use of curricular reasoning in a collaborative professional development project}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Drake2009,
| |
| address = {New York, NY},
| |
| author = {Drake, Corey and Sherin, Miriam Gamoran},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {22},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {321--337},
| |
| publisher = {Routledge},
| |
| title = {{Developing curriculum vision and trust: Changes in teachers' curriculum strategies}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Jaworski2009,
| |
| address = {New York, NY},
| |
| author = {Jaworski, Barbara},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {23},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {338--346},
| |
| publisher = {Routledge},
| |
| title = {{Part V commentary: Development of teaching through research into teachers' use of mathematics curriculum materials and relationships between teachers and curriculum}},
| |
| year = {2009}
| |
| }
| |
| | |
| @incollection{Davenport2009,
| |
| address = {New York, NY},
| |
| author = {Davenport, Linda Ruiz},
| |
| booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
| |
| chapter = {24},
| |
| editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
| |
| pages = {347--352},
| |
| publisher = {Routledge},
| |
| title = {{Part V commentary: What does it take to learn from and through curriculum materials?}},
| |
| year = {2009} | |
| } | | } |
| </pre> | | </pre> |
|
| |
|
| [[Category: Books]] | | [[Category:Journal Articles]] |
| | [[Category:Educational Psychologist]] |
| | [[Category:1996]] |
| | [[Category:Learning Sciences]] |