EDST 837: Evidence of Learning in School and Everyday Life
Week 1. February 10-13 Topic 0. Orientation to the course.
February 10, 1998 (Tue). Orientation to the class syllabus and the class web (at the second part of the class, we will go to a computer lab, WHL#309). Discussions of the purpose of the class.
February 14, 1998 (Sat). First weeks assignment: Description of my interests DUE.
Week#2, February 16-20Topic 1: Evidence of learning
Lave, J. (1992). Learning as participation in communities of practice. The Paper presented at the AERA meeting, San Francisco, California. (OptionI)
Matusov, E. (1997). When solo activity is not privileged: The participation and internalization models of development. Submitted to Human Development. (OptionI)
Lave, J. (1993). The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context, pp. 3-31. Cambridge, MA: Cambridge University Press. (OptionII)
Shepard, L. A., & Bliem, C. L. (1995). Parents' thinking about standardized tests and performance assessments. Educational Researcher, 24 (8), 25-32. (OptionII)
February 21, 1998 (Sat). Second weeks assignment: A pathway to education DUE.
Week#3, February 23-27Topic 2: Models of teaching
Freire, P. (1996). Pedagogy of the oppressed, 52-105. New York: Conituum. (OptionI)
Matusov, E. (1998, in preparation). The transmission and weaving models of teaching in school. (OptionII)
February 28, 1998 (Sat). Third weeks assignment: Teaching and learning curricula DUE.
Week#4, March 2-6Topic 3: Do teachers and students have the same task?
Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school, pp32-89. New York: Cambridge University Press. (OptionI)
Lave, J. (1992). Word problems: A microcosm of theories of learning. In P. Light & G. Butterworth (Eds.), Context and cognition: Ways of learning and knowing (pp. 74-92). New York: Harvester Wheatsheaf. (OptionII)
March 7, 1998 (Sat). Fourth weeks assignment: Learning in everyday life DUE.
Week#5, March 9-13Topic 4: Everyday thinking: Situated and cognitive theories of learning
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life, pp. 97-169. Cambridge, UK: Cambridge University Press. (OptionI)
Anderson, J. R., Reder, L.M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25 (4), 5-11. (OptionII)
Greeno, J.G. (1997). On claims that answer the wrong questions. Educational Researcher, 26 (1), 5-17. (OptionII)
Anderson, J. R., Reder, L.M., & Simon, H. A. (1997). Situated versus cognitive perspective: Form versus substance. Educational Researcher, 26 (1), 18-21. (OptionII)
March 13, 1998 (F). Monthly feedback on the class.
March 14, 1998 (Sat). Fifth weeks assignment: Grants for informal learning DUE.
Week#6, March 16-20Topic 5: Situated theory of child development
de Lone, R. H. (1979). Small Futures: Children, inequality, and the limits of liberal reform, Ch. 5, pp. 3-4, 140-170. New York: Harcourt Brace Jovanovich. (OptionI)
de Lone, R. H. (1979). Small Futures: Children, inequality, and the limits of liberal reform, Ch. 4, pp. 3-4, 114-139. New York: Harcourt Brace Jovanovich. (OptionII)
March 28, 1998 (Sat). Sixth weeks assignment: Relevance of classes for future teachers DUE.
Week#7, March 23-27Topic 6: Relevance of school curricula for students' current and future lives
Eckert, P. (1989). Jocks and Burnouts: Social Categories and Identity in the High School. New York: Teacher College Press. Chapters 7 and Introduction. (OptionI)
Costa, V. (1995). When science is "another world": Relationships between worlds of family, friends, school, and science. Journal of Research in Science Teaching. 79(3), 313-333. (OptionII)
March 28, 1998 (Sat). Seventh weeks assignment: Analysis of college syllabi DUE.
Week#8, March 30- April 3Topic 7: Learning assessment as surveillance and discipline
Foucault, M. (1984). The Foucault reader (P. Rabinow, Ed.), pp 170-213. New York: Pantheon Books. (OptionI and II)
April 3, 1998 (F). Monthly feedback on the class.
April 4, 1998 (Sat). Eighth weeks assignment: Inequalities in education DUE.
Week#9, April 13-17Topic 8: Culture, history and school learning: Culturally defined curricula
April 14, 1998 (Tue). Selecting group project topics. Writing a paragraph for the group project in class.
Michaels, S., & Cazden, C. B. (1986). Teacher/child collaboration as oral preparation for literacy. In B. B. Schieffelin & P. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives. Norwood, NJ: Ablex. (OptionI)
Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49-76. (OptionI)
Vogt, L., Jordan, C., & Tharp, R. (1987). Explaining school failure, producing school success: Two cases. Anthropology & Education Quarterly, 18 (4), pp. 276-286. (OptionII)
Suarez-Orozco. (1987). "Becoming somebody": Central American immigrants in U.S. inner-city schools. Anthropology & Education Quarterly, 18 (4), pp. 287-299. (OptionII)
Ogbu, J. U. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and Education Quarterly, 18(4), 312-334. (OptionII)
Week#11, April 20-24Topic 10: "Civilized" and "primitive" cognition and learning
April 21, 1998 (Tue). Working on the first draft of research group project .
Luria, A. (1976). Cognitive development: its cultural and social foundations. Cambridge, MA: Harvard University Press. Chapters 1 (pp. 3-19) and 5 (pp. 117-134). (OptionI)
Scribner, S. (1977). Modes of thinking and ways of speaking: Culture and logic reconsidered. In P. N. Johnson-Laird & P. C. Wason (Eds.), Thinking. Cambridge, UK: Cambridge University Press. (OptionI)
Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press. Chapter 5 (pp. 179-213). (OptionII)
Week#12, April 27- May 1 Topic 11: Social construction of learning disability in the classroom
April 28, 1998 (Tue). First draft of the group project is due in class. Providing "peer" feedback for the first draft.
McDermott, R. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context. Cambridge, MA: Cambridge University Press. (OptionI)
McDermott, R. P., & Varenne, H. (1996). Culture as disability. Anthropology and Education Quarterly, 23(6), 324-348. (OptionII)
Week#13, May 4-8 Topic 12: How to measure others experience?
May 5, 1998 (Tue). Search the Internet for references (after break, at a computer lab, WHL#309). Working on the second draft of the group project .
Gilligan, C. (1982). In a different voice, pp, 24-63. Cambridge, MA: Harvard University Press. (OptionI)
Hicks, D. (1997, in preparation). (OptionII)
May 8, 1998 (Fri.). Second draft of the group group project due.
May 9, 1998 (Sat.). Thirteenth weeks assignment: My vita for my dream job DUE.
Week#14, May 11-15 Topic 13: Education and jobs
May 12, 1998 (Tue). Working on the third draft of the group project. Preparing group presentation.
Sabers, D. L., & Sabers, D. S. (1996). Conceptualizing, measuring, and implementing higher (high or hire) standards. Educational Researcher, 25 (8), 19-21. (OptionI)
Berliner, D. C. (1996). Uninvited comments from an uninvited guest. Educational Researcher, 25 (8), 47-50. (OptionI)
de Lone, R. H. (1979). Small Futures: Children, inequality, and the limits of liberal reform, pp.65-77. New York: Harcourt Brace Jovanovich. (OptionII)
Week#15, May 18-20 Topic 14: Learning at work
Week 16. May 25-29
May 19, 1998 (Tue). Group presentation. Discussions of the presentation. End of the class. Group project due.
Scribner, S. (1997). Mind and social practice: Selected writing of Sylvia Scribner, pp. 338-383. New York: Cambridge University Press. (OptionI)
Hutchins, E. (1983). Understanding Micronesian navigation. In D. Gentner & A. L. Stevens (Eds.), Mental models. London: Lawrence Erlbaum Associates. (OptionII)
May 22, 1998 (F). The last week assignment is due (it should be posted on our class Web). Final feedback on the class.
May 27, 1998 (Wed.) The individual final paper is due (it should be posted on the special web)