introduction

Galina Zuckerman (galinaz who-is-at mail.soemadison.wisc.edu)
Fri, 13 Oct 1995 16:28:00 -600

--BoUnD_8KcZuX86QvYVtGo307ecc15
Content-Type: TEXT/PLAIN; Charset=US-ASCII
Content-Transfer-Encoding: 7BIT

Dear colleagues from xmca,

The following attachment is to introduce myself.

Happy to join you,

Galina

--BoUnD_8KcZuX86QvYVtGo307ecc15
Content-Type: TEXT/PLAIN; Charset=US-ASCII; name="INTRODU.TXT"
Content-Transfer-Encoding: Quoted-Printable

I am a psychologist and educationalist from Moscow on a half-a year visi=
t to the Wisconsin Center for Educational Research, University of Wiscons=
in - Madison. This possibility was provided by a fellowship from SSCD Pro=
gram, IREX. =

For over twenty years I worked with El'konin and Davidov on school curric=
ula within Vygotskian paradigm. My main interests and publications are de=
scribed in my CV which follows. My current work also includes constructin=
g a science curriculum for the elementary school children, a joint projec=
t with my husband Emil Khavkin, a plant biologist, who is also staying no=
w in Madison as an Honorary Fellow of the Department of Curriculum and In=
struction.

I would like to establish contacts with the US researchers involved in th=
e studies of child and developmental psychology and building elementary a=
nd secondary school curricula in language, science and especially in psyc=
hology, or any relevant disciplines helping the adolescent student to bui=
ld self-understanding and understanding other people.

I have brought several manuscripts in English describing my experimental =
work along these directions. In a month, these manuscripts will be ready =
for Internet distribution. I would highly appreciate the
constructive criticisms from my colleagues and suggestions as to the poss=
ibility to see them published in American journals. =

Another favor I am seeking from my American colleagues concerns my teachi=
ng in Moscow colleges. I work on building a curriculum in child, developm=
ental and educational psychology for undergraduate and graduate students.=
I will appreciate the lists of the core texts in English concerning thes=
e fields of psychology, both for my and my students' perusal. If by any c=
hance my colleagues have review
copies of the textbooks in these disciplines they can spare and send to m=
y address, I will accept them gratefully. =

My mailing address is WCER, 1025 W. Johnson St., Madison WI 53706, tel (6=
08) 263-3452 (o). =

Thank you very much in advance,

Galina Zuckerman. =

CURRICULUM VITAE =

Galina A. Zuckerman, PhD, Dsc (hab)
=

Born: September 11, 1950, in Moscow, USSR/Russia =

Place of work: Senior Research Worker, Psychological Institute, Russian A=
cademy of =

Education, 9V Mokhovaya St., Moscow 103009, Russia -- 1973 to date. =

Home address: 4/1 Kuntsevskaya St., apt. 324, Moscow 121351, Russia, =

phone No: (7-095) 417-9262 =

Education: Moscow State University, Faculty of Psychology, 1968-1973; =

Cand.Sci. (Ph.D. equiv.) in Child, Developmental and Educational Psycholo=
gy; =

"Developmental effects of learning cooperation with adults and peers in t=
he elementary =

school", Institute of General and Educational Psychology, USSR Academy of=
Pedagogical =

Sciences, Moscow, 1981 ; =

D.Sc. (habilitation) in Child, Developmental and Educational Psychology: =
" Learning to =

learn", Psychological Institute, Russian Academy of Education, Moscow, 19=
93; =

Soviet/Russian - USA workshops on educational psychology, Moscow, 1990-19=
93, =

Ft.Collins, Co., 1991, 1992. =

The Family Therapy Studies in the Institute of Juvenile Research, The Uni=
versity of Illinois, =

Chicago, 1993.

Field of Expertise and Selected Activities:
- researching the structure and mechanisms of reflective development i=
n childhood and =

adolescence; =

- creating new school curricula focused on developing reflective and c=
ooperative abilities =

in elementary and secondary school students;
- creating new tests to evaluate reflective, cooperative and communic=
ative skills and =

abilities in elementary and secondary school students; =

- integration of new approaches toward class interactions into textboo=
ks for =

schoolchildren and manuals for teachers and students of educational colle=
ges;
- teaching teachers, school psychologists and students in the psycholo=
gical and =

pedagogical colleges on early diagnostics of school problems and their =
prevention, and on =

educational methods to develop learning activity, capability for self-edu=
cation and self-
development capacity in children; =

- practical diagnostics and correction of typical school problems of 6=
to 14-year-old =

schoolchildren, coaching training groups of elementary and secondary scho=
ol students with =

behavior and communication problems; =

- counseling teachers having problems with their students, and family =
counseling on =

school problems, including teacher vs. parent and parent vs. student inte=
ractions; =

- lecturing to parents of schoolchildren and writing for a popular fam=
ily magazines.
=

Selected Publications: =

Psychology of self-development: a problem for adolescents and their teac=
hers, =

Moscow: Interpraks, 1994, 142 p.
A pilot study of a ten-day course in cooperative learning for Russian f=
irst-graders, =

Elementary School J. (Columbia, MO),1994, vol. 94, No. 4, 405 - 420. =

The child's initiative in building up cooperation: the key to problems =
of children's =

independence. In: Developmental Tasks: Towards a Cultural Analysis of Hum=
an =

Development (J.J.F. ter Laak a.o., Eds.), Dordrecht a.o.: Kluwer Academic=
Publ., 1994, pp. =

125- 140.
Viktor Ivanovich Slobodchikov: Periodization of development as a founda=
tion for =

designing the educational space, Tijdschrift voor Ontwikkelingspsychologi=
e (Utrecht, The =

Netherlands), 1994, vol. 21, No. 2, 129-140.
The types of cooperation in learning, Tomsk: Peleng, 1993, 269 p.
Introduction into school life, In: Learning to cooperate with a child, =
Moscow: =

Prosveshchenie, 1993, p. 70 - 189.
Teaching to cooperate in learning, Voprosy Psikhologii (Problems of Psy=
chology, =

Moscow), 1993, No 2, 35 - 43.
Genesis of reflective consciousness at elementary school age, In: Crea=
ting =

healthy school environments. A Russian - American conference (M.S. Schat=
z, Ed.) , =

Denver: Inst. Intern. Connections, 1993, app. P, p. 1 - 15
The sorrows and joys of ascending to one's self, Ibid., app R., p.1 - 8=

Designing the learning environment for the lessons in Russian at the =

elementary school. In: Russian Language for the Elementary School (M.S. =

Soloveichik, Ed.), Moscow: Prosveshchenie, 1993, pp. 25-58.
Teaching to read and write using the system by D.B. El'konin. Moscow: =

Prosveshcvhenie, 1993, 318 p.
ABC. Moscow: Prosveshcvhenie, 1993, 1994, 1995, 256 p
The elementary schoolchild as a subject of learning activity, Voprosy P=
sikhologii =

(Problems of Psychology, Moscow), 1992, No 2, 14 - 19.
Soviet Union.International Handbook of Reading (J. Hladczuk and W. El=
ler, =

Eds.). Westport, CT, London: Greenwood Press, 1992, pp. 345-362
Invariants of cognitive development and educational patterns, Gestalt T=
heory =

(Regensburg, Germany), 1991, vol. 13, No. 2, 86-97 . =

On children's independence, Voprosy Psikhologii (Problems of Psychology=
, =

Moscow), 1990, No 6, 37 - 44. =

Development of metacognitive consciousness in elementary schoolchildren=
, Ibid., =

1990, No 3, 25 - 36. =

Contents of learning cooperation, Ibid., 1990, No 1, 41 - 49. =

Conditions for metacognition development in 6-year-old, Ibid., 1989, No=
2, 39 - 46. =

School problems of happy children, Moscow: Znanie, 1989, 96 p.
Manual on evaluating the students' performance in mathematics and langu=
age, =

Moscow: VNIK Shkola, 1989, 87 p. =

ABC to develop the six-year-olds, In: Problems of the school textbook,=
1988, =

vol. 18, 50-82. =

Why should children study together? Moscow: Znanie, 1985, 80 p.
Psychological problems of designing curriculum on literature, In: Psych=
ological =

Development of Schoolchildren, V.V. Davydov, Ed., Moscow: Institute of Ge=
n. Educ. =

Psychology, 1983, pp. 144-153.
The behavior of the elementary school children in learning cooperation,=
Voprosy =

Psikhologii (Problems of Psychology, Moscow), 1983, No 4, 46 - 53. =

Cooperating with peers as an essential condition for learning in the el=
ementary =

school, Ibid., 1982, No 1, 50 - 58.
When the child is eager and capable to learn, In: Problems of school te=
xtbook, =

Moscow: Prosveshchenie, 1982, vol. 11, p. 176 - 190.
The role of peer cooperation in the psychological development of elemen=
tary =

school children, Voprosy Psikhologii (Problems of Psychology, Moscow), 19=
80, No 6, 109 - =

114. =

Eersteklassers onderzoeken hun moedertaal, Pedagogische Studien (Gronin=
gen), =

1979, vol. 56, No 1, 25 - 36.

Grants received in the past: =

International Science Foundation, Competitive Program "Innovation of =

Humanitarian Education in Russia", to support the preparation of the manu=
al entitled " =

Psychology of self-development: a problem for adolescents and their teach=
ers", contract =

1/48a of September 26, 1993 (published by Interpraks, Moscow, 1994, 142 p=
, second =

edition 1995). =

The Family Networker, International Training Scholarship for The Family =
Therapy =

Studies in the Institute of Juvenile Research, The University of Illinois=
, Chicago, October - =

December 1993.
Research Support Scheme of the Central European University for the peri=
od from =

September 1994 to July 1996 to support the research project entitled "Dev=
elopment of =

reflective self-consciousness in students of post-totalitarian Russian sc=
hool", contract 9/94 =

of June 21, 1994. International Science Foundation, Competitive Program "=
Cultural =

Initiative", for the period from August 1994 to August 1995 to support t=
he research project =

"Developing the capacity for self-development as the goal of adolescent p=
sychology and =

education", contract ZZ5000/261 of August 4, 1994. =

International Science Foundation, Competitive Program "Cultural Initiati=
ve", =

during 1994 to support the preparation of the manual entitled "Learning t=
he mother =

language through discussion" for first-graders and their teachers, contra=
ct 15 of July 1, =

1994. =

Social Science Curriculum Fellowship, International Research and Exchang=
es =

Board for project "Designing the curriculum in reflection for adolescent =
students and their =

teachers", August 1995 - February 1996.
=

--BoUnD_8KcZuX86QvYVtGo307ecc15--