‘Heading up the street:’ localised opportunities for shared constructions of knowledge

Lee, Carol D.; Majors, Yolanda J.

doi:10.1080/14681360300200160

Cited by 21 publications

(20 citation statements)

References 12 publications

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“…In apprenticeship, a small group of peers may serve as a resource for less expert peers to challenge them to become more responsible participants. Mentoring may be considered a form of apprenticeship and its power in advancing the skill and understanding of individuals through participation with others in organized activities has been documented repeatedly (Lave & Wenger, 1991;Lee & Majors, 2003;Rogoff, 1995). A major finding of this research was how the mentoring of more effective groups influenced the cognitive level of interactions and project performance of less effective groups.…”

Section: Discussionmentioning

confidence: 86%

“…One challenge for researchers is to understand the dynamics of the collaboration process to document the contributions that occur from components of the activity system (Lee & Majors, 2003). Categories for classifying the nature of the exchanges were based upon models of verbal interaction and content analysis (Henri, 1991;Howell-Richardson & Mellar, 1996;Lee, Liang, & Chan, 1999).…”

Section: Online Discoursementioning

confidence: 99%

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Enhancing Project-Based Learning Through Online Between-Group Collaboration

Lou

MacGregor

2004

Educational Research and Evaluation

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This research explored how between-group collaboration enhanced the co-construction of knowledge and performance on project-based learning tasks of collaborative learning groups. The findings of 2 case studies, one that focused on between-group mentoring and one that focused on between-group project review, revealed that both strategies were perceived favorably by the students and had a positive impact on the collaborative learning skills, the knowledge revealed through their online dialogue, and the project performance of all students, especially the less effective groups. The results provide some insights into the computersupported collaborative learning process among students in a higher education context.

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Section: Discussionmentioning

confidence: 86%

Section: Online Discoursementioning

confidence: 99%

Enhancing Project-Based Learning Through Online Between-Group Collaboration

Lou

MacGregor

2004

Educational Research and Evaluation

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“…Instead, differences in ability are attributed to learners' participation in specific cultural-historically situated activity systems rather than being blamed on disadvantage and deficits (Gutiérrez & Rogoff, 2003) or narrow conceptions of competence (Gipps, 1999). For example, there has been ongoing research with Bakhtinian forms of discursive practices, or what is called "third spaces" (e.g., Gutiérrez, Baquedano-López, Alvarez & Chiu, 1999;Gutiérrez, Rymes, & Larsen, 1995), while others who work with African American communities have capitalized on the normally undervalued funds of knowledge that these learners embody (e.g., C. D. Lee, 2001; C. D. Lee & Majors, 2003; C. D. Lee, Spencer, & Harpalani, 2003;Majors, 2003). Alternatively, research in technology-intensive learning environments allows students to interact in model activity systems such as Michael Cole's Fifth Dimension (Cole, 1995(Cole, , 1996Nicolopoulou & Cole, 1993), Kris Gutiérrez's Las Redes (Gutiérrez, Baquedano-López, & Tejeda, 1999), and Sasha Barab's Quest Atlantic program (Barab, Hay, Barnett, & Squire, 2001).…”

Section: Collaboration: Enacting Learning and Developmentmentioning

confidence: 99%

“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory

Roth

Lee²

2007

Review of Educational Research

767

489

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KEYWORDS: cultural-historical activity theory, dialectics, theory-praxis gap, activity systems, contradictions, learning, development.More than seven decades ago, the Russian psychologist Lev S. Vygotsky (1934Vygotsky ( /1986) noted that (educational) psychology was in a state of crisis because of the "atomistic and functional modes of analysis . . . [that] treated psychic processes in isolation" (p. 1). Specifically, he pointed out that the separation of intellect and affect as subjects of study [was] a major weakness of traditional psychology, since it [made] the thought process appear as an autonomous flow of "thoughts thinking themselves," segregated from the fullness of life, from the personal need and interests, the inclinations and impulses of the thinker. (p. 10) These analytic challenges remained unresolved for years, leading Vygotsky's student A. N. Leont'ev (1978) to continue expressing dissatisfaction over the eclectic state of (educational) psychology. As readers will quickly verify, it is difficult to find research recommendations concerned with knowing and learning in and out of schools and across the life span that take into account the kind of holistic integration that Vygotsky had originally championed. Now, as then, we are confronted with a number of conundrums in educational research and practice, which advances in modern psychology have not fully overcome. To better place these issues in context, we present a short vignette below that conveys something of the multiple tensions facing classroom teachers and educators everywhere.

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“…Thus, culturally responsive practice attends to the funds of knowledge (Moll, Veléz-Ibañéz, & Greenberg, 1989) and discourses (Gee, 1996) of the youths' home; ethnic, racial, or geographic communities; youth culture; and popular culture, school culture, classroom culture, or discipline-specific culture (Ladson-Billings, 1994;C. D. Lee, 2001;C. D. Lee & Majors, 2003).…”

Section: Culturally Responsive Pedagogymentioning

confidence: 99%