Skip to content
Register Sign in Wishlist
Look Inside Sociocultural Psychology and Regulatory Processes in Learning Activity

Sociocultural Psychology and Regulatory Processes in Learning Activity
Contributions of Cultural-Historical Psychological Theory

$110.00 (C)

  • Publication planned for: November 2019
  • availability: Not yet published - available from November 2019
  • format: Hardback
  • isbn: 9781107105034

$ 110.00 (C)
Hardback

Pre-order Add to wishlist

Looking for an examination copy?

If you are interested in the title for your course we can consider offering an examination copy. To register your interest please contact collegesales@cambridge.org providing details of the course you are teaching.

Description
Product filter button
Description
Contents
Resources
Courses
About the Authors
  • Written by educational researchers and professionals working with children and adolescents in and out of school, this book shows how self-regulation involves more than an isolated individual's ability to control their thoughts and feelings, particularly in a learning environment. By using Vygotsky's cultural-historical psychological theory, the authors provide a unique set of four analytical lenses for a better understanding of how self-regulation, co-regulation, and other-regulation function as a system of regulatory processes. These lenses move beyond a focus on solitary individuals, who self-regulate behavior, to centre on individuals as relational, agential, and contextually situated. As agents, teachers and their students build their learning contexts and are influenced by these self-engineered contexts. This is a dynamic perspective of a social context and underlies the view that regulatory processes are an integral part of a functional system for learning.

    • Supplies four unique sociocultural analytic frames for understanding and observing behavior regulation in learning contexts
    • Shows how self-regulation involves more than an isolated individual's ability to control and direct behavior, thoughts, and feelings
    • Incorporates real-life examples of children and their teachers or mentors
    Read more

    Reviews & endorsements

    'This book provides a carefully crafted blend of theory and practical ideas that make it possible for teachers to treat self-regulation as part of a constantly evolving classroom dynamic. The authors’ use of concrete cases to illustrate theoretical ideas succeeds in helping teachers to arrange lessons that create active learners.' Michael Cole, Emeritus Distinguished Professor, University of California, San Diego

    Customer reviews

    Not yet reviewed

    Be the first to review

    Review was not posted due to profanity

    ×

    , create a review

    (If you're not , sign out)

    Please enter the right captcha value
    Please enter a star rating.
    Your review must be a minimum of 12 words.

    How do you rate this item?

    ×

    Product details

    • Publication planned for: November 2019
    • format: Hardback
    • isbn: 9781107105034
    • dimensions: 228 x 152 mm
    • availability: Not yet published - available from November 2019
  • Table of Contents

    List of figures
    List of transcription Excerpts
    Foreword Regina Day Langhout
    Acknowledgments
    Transcription conventions
    1. Introduction
    2. Cultural-historical psychological theory
    3. The relational habitus and regulatory processes
    4. Practical-moral knowledge and regulatory processes
    5. Identity and competence woven together through regulatory processes
    6. Contextual mood and regulatory processes
    7. Conclusion
    References
    Index.

  • Authors

    Lynda D. Stone, California State University, Sacramento
    Lynda D. Stone is Professor of Child and Adolescent Development at California State University, Sacramento, where she has received awards for Outstanding Teaching and Community Service. Her research examines teaching-learning practices with attention to learners from non-dominant communities.

    Tabitha Hart, San José State University, California
    Tabitha Hart is Associate Professor of Communication Studies at San José State University, California. Her research areas include speech codes theory, ethnography of communication, and technology-mediated communication.

Sign In

Please sign in to access your account

Cancel

Not already registered? Create an account now. ×

Sorry, this resource is locked

Please register or sign in to request access. If you are having problems accessing these resources please email lecturers@cambridge.org

Register Sign in
Please note that this file is password protected. You will be asked to input your password on the next screen.

» Proceed

You are now leaving the Cambridge University Press website. Your eBook purchase and download will be completed by our partner www.ebooks.com. Please see the permission section of the www.ebooks.com catalogue page for details of the print & copy limits on our eBooks.

Continue ×

Continue ×

Continue ×

Find content that relates to you

Join us online

This site uses cookies to improve your experience. Read more Close

Are you sure you want to delete your account?

This cannot be undone.

Cancel

Thank you for your feedback which will help us improve our service.

If you requested a response, we will make sure to get back to you shortly.

×
Please fill in the required fields in your feedback submission.
×