Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context
by Roland G. Tharp , Ronald GallimoreFormat: Hardcover
Pub. Date: 1989-01-27
Publisher(s): Cambridge University Press
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Summary
Addressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.
Table of Contents
| Acknowledgments | |
| Introduction | |
| Part I. Teaching, Schooling, and Literacy: A Unified Theory of Education: 1. The redefinition of teaching and schooling | |
| 2. A theory of teaching as assisted performance | |
| 3. The means of assisting performance | |
| 4. The social organization of assisted performance | |
| 5. Language, literacy, and thought | |
| Part II. Practice: 6. A school organized for teaching: the Kamehameha Elementary Education Program | |
| 7. The activity setting of the instructional conversation: developing word and discourse meaning | |
| 8. The orchestration of activity settings: learning and social interaction in the whole group and independent centers | |
| 9. The interpsychological plane of teacher training | |
| 10. Assisting teacher performance through the ZPD: a case study | |
| 11. The intrapsychological plane of teacher training: the internalization of higher-order teaching skills | |
| 12. The schools in mind and society | |
| References | |
| Author index | |
| Subject index. |
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