| Preface |
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xi | |
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List of Figures and Tables |
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xii | |
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1 Introducing This Book: Arts-and-Science-in-the-Making |
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1 | (22) |
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1 | (1) |
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2 | (4) |
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6 | (3) |
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9 | (3) |
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12 | (4) |
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16 | (2) |
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7 Arts-and-Science-in-the-Making: Coda |
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18 | (5) |
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2 Classroom Teaching: Schools Are for Teachers Too |
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23 | (18) |
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23 | (1) |
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2 Where the Mind Is without Fear |
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24 | (2) |
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3 Human Beings Who Are Integrated |
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26 | (3) |
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4 The Rollercoaster of Teaching |
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29 | (3) |
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5 Personal Practical Knowledge |
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32 | (3) |
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6 Vygotsky in Educational Psychology |
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35 | (3) |
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7 Schools Are for Teachers Too: Coda |
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38 | (3) |
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3 Doctoral Research: Ascending to the Concrete |
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41 | (35) |
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41 | (1) |
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2 Cooperative Learning | zpd |
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42 | (6) |
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3 Collaborative Classroom Practice |
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48 | (6) |
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4 Cultural Tools | Development | Methodology |
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54 | (7) |
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5 Artefacts | Mediated Action | Mediated Agency |
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61 | (5) |
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6 Activity | as Unit of Analysis |
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66 | (5) |
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7 Ascending to the Concrete: Coda |
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71 | (5) |
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4 Wider chat Research: From Activity to Directivity |
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76 | (29) |
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76 | (3) |
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2 Making Human Beings Human |
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79 | (3) |
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82 | (5) |
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4 Functional Approach to Literacy |
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87 | (5) |
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92 | (4) |
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96 | (4) |
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7 From Activity to Directivity: Coda |
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100 | (5) |
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5 Practitioner Research: Art and Life Are Not One |
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105 | (32) |
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105 | (2) |
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107 | (5) |
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112 | (4) |
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116 | (5) |
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121 | (4) |
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6 Person Centric Research |
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125 | (5) |
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7 Art and Life Are Not One: Coda |
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130 | (7) |
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6 Pedagogical Perspectives: The Tone of Teaching |
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137 | (28) |
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137 | (3) |
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2 Contexts for Local Change |
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140 | (4) |
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144 | (3) |
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4 Socio-Institutional Pedagogy |
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147 | (4) |
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151 | (3) |
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6 Leading Activity across Ages |
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154 | (6) |
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7 The Tone of Teaching: Coda |
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160 | (5) |
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7 Critical Perspectives: Dialectical Inquiry |
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165 | (32) |
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165 | (4) |
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169 | (4) |
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3 Critical Ontology for Teachers |
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173 | (5) |
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4 Hidden Curriculum of Work |
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178 | (3) |
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181 | (3) |
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184 | (4) |
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7 Dialectical Inquiry: Coda |
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188 | (9) |
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8 Curriculum Studies: Schooling Is a Bold and Risky Means |
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197 | (32) |
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197 | (5) |
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2 Teacher as Artist Is Researcher |
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202 | (5) |
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3 Deliberating the Practical |
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207 | (3) |
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210 | (5) |
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5 Cases - Portfolios - Tasks |
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215 | (4) |
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6 Taking Intelligent Action |
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219 | (4) |
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7 Schooling Is a Bold and Risky Means: Coda |
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223 | (6) |
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9 Taking Transformative Action: Gaining from Triangula! km |
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229 | (43) |
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229 | (5) |
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2 Relational Knowing | The Equal to Sign |
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234 | (7) |
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3 Relational Agency | Problem Posing |
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241 | (6) |
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4 Cogenerative Dialogue | Making Measurements |
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247 | (6) |
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5 Expansive Learning | Meaningful Activities |
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253 | (6) |
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6 Forests and Trees | A Multilectic |
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259 | (5) |
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7 Gaining from Triangulation: Coda |
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264 | (8) |
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10 Epilogue: Practitioner-as-Artist-and-Scientist |
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272 | (21) |
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272 | (1) |
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273 | (5) |
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3 Short Summary of Key Findings |
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278 | (4) |
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4 Nature of Action, Theory and Dialectic at Play |
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282 | (5) |
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5 Practitioner-as-Artist-and-Scientist: Coda |
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287 | (6) |
| Subject Index |
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293 | (3) |
| Author Index |
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296 | |
