Coverart for item
The Resource How students come to be, know, and do : a case for a broad view of learning, Leslie Rupert Herrenkohl, Véronique Mertl, (electronic resource)

How students come to be, know, and do : a case for a broad view of learning, Leslie Rupert Herrenkohl, Véronique Mertl, (electronic resource)

Label
How students come to be, know, and do : a case for a broad view of learning
Title
How students come to be, know, and do
Title remainder
a case for a broad view of learning
Statement of responsibility
Leslie Rupert Herrenkohl, Véronique Mertl
Title variation
How Students Come to Be, Know, & Do
Creator
Contributor
Author
Subject
Genre
Language
eng
Summary
Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills.--
Member of
Assigning source
Provided by publisher
Cataloging source
UkCbUP
http://library.link/vocab/creatorDate
1966-
http://library.link/vocab/creatorName
Herrenkohl, Leslie Rupert
Index
index present
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorDate
1972-
http://library.link/vocab/relatedWorkOrContributorName
Mertl, Véronique
Series statement
  • Learning in doing : social, cognitive and computational perspectives
  • Cambridge Social Sciences eBooks
http://library.link/vocab/subjectName
  • Learning
  • Science
  • Interpersonal relations
  • Group work in education
  • City children
Label
How students come to be, know, and do : a case for a broad view of learning, Leslie Rupert Herrenkohl, Véronique Mertl, (electronic resource)
Link
http://ezproxy.eui.eu/login?url=https://doi.org/10.1017/CBO9780511777608
Instantiates
Publication
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion
Control code
CR9780511777608
Dimensions
unknown
Extent
1 online resource (xviii, 215 pages)
Form of item
online
Governing access note
Use of this electronic resource may be governed by a license agreement which restricts use to the European University Institute community. Each user is responsible for limiting use to individual, non-commercial purposes, without systematically downloading, distributing, or retaining substantial portions of information, provided that all copyright and other proprietary notices contained on the materials are retained. The use of software, including scripts, agents, or robots, is generally prohibited and may result in the loss of access to these resources for the entire European University Institute community
Isbn
9780521515658
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other physical details
digital, PDF file(s).
Specific material designation
remote
System control number
(OCoLC)776976886
Label
How students come to be, know, and do : a case for a broad view of learning, Leslie Rupert Herrenkohl, Véronique Mertl, (electronic resource)
Link
http://ezproxy.eui.eu/login?url=https://doi.org/10.1017/CBO9780511777608
Publication
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion
Control code
CR9780511777608
Dimensions
unknown
Extent
1 online resource (xviii, 215 pages)
Form of item
online
Governing access note
Use of this electronic resource may be governed by a license agreement which restricts use to the European University Institute community. Each user is responsible for limiting use to individual, non-commercial purposes, without systematically downloading, distributing, or retaining substantial portions of information, provided that all copyright and other proprietary notices contained on the materials are retained. The use of software, including scripts, agents, or robots, is generally prohibited and may result in the loss of access to these resources for the entire European University Institute community
Isbn
9780521515658
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other physical details
digital, PDF file(s).
Specific material designation
remote
System control number
(OCoLC)776976886

Library Locations

    • Badia FiesolanaBorrow it
      Via dei Roccettini 9, San Domenico di Fiesole, 50014, IT
      43.803074 11.283055
Processing Feedback ...