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Activity Theory and Collaborative Intervention in Education: Expanding Learning in Japanese Schools
Critical problems of contemporary educational research and practice
Activity theory and a paradigm shift in the study of educational change
Activity as a basic category in activity-theoretical research on educational change
Note
I: Activity theory and a new form of educational research
: Activity theory as a new framework for educational research
Revolutionary roots of activity theory: interventionism as its historical legacy
Leont’ev’s theory of the hierarchical structure of human activity
Engeström’s model of object-oriented collective activity system
Three generations of activity theory and beyond
The concept of contradiction in activity theory
Inner contradictions as transitional sources
Note
: Collaborative intervention in expansive learning: Agency and hybridity as basic principles
Activity theory and methodology of intervention research
Revisiting Vygotsky’s double stimulation
Methodology of formative intervention in school reform
Necessity and characteristics of Engeström’s expansive learning theory
Expansive learning as the focal point of formative intervention
Two principles of collaborative intervention: agency and hybridity
Principle of agency
Principle of hybridity
Note
II: Children and teachers’ agency in Japanese school contexts
: Fostering children’s expansive learning in a Japanese elementary school
Activity-theoretical approach to instruction and learning in schools
Is expansive learning feasible for elementary school children?
Expanding the child’s agency to shape the whole system of learning activity
Transformative agency at the activity-system level
Transfer of agency to children
Transformative instructional practice as transfer of agency to children in a Japanese elementary school
Nagara Elementary School and its life education
Activity-theoretical case study of transformative instruction based on trust in children
Notes
: Teachers as collaborative change agents in redesigning schools
Toward a new methodology for intervention research in school innovation
Expansive learning approach to school change
Change laboratory as a formative intervention method to foster teachers’ expansive learning in school
Emergence of teachers’ expansive learning actions in a collaborative formative intervention in a school
III: Hybrid learning activity transforming schools and communities in Japan
: Hybrid educational innovation and expanding school activity: Beyond traditional school learning
Hybrid activity as a collaborative intervention
Hybrid educational innovation and expansive development in schools
Creating a hybrid learning activity at school
Toward school as a societal change agent
: Emerging knotworking agency in community-based disaster prevention learning
Intervention in a hybrid earthquake-related disaster prevention learning program
Knotworking in community-based disaster prevention learning
Formative intervention in a disaster prevention learning program
Toward the emergence of a knotworking agency
: Conclusions: From instructional control to collaborative intervention in education
Agentic nature of education as a collaborative intervention
Hybrid nature of education as a collaborative intervention
Breaking away from instructional control and moving into collaborative intervention in education
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