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Look Inside Sociocultural Psychology and Regulatory Processes in Learning Activity

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

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


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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
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    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

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    Product details

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

    List of figures
    List of transcription Excerpts
    Foreword Regina Day Langhout
    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

  • 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.

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