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RE: RE: [xmca] Fleer/Hedegaard for discussion
Hi Peg:
I apologize about the misinterpretation. Whenever I post I always do so
as if I am having a conversation and I mix together separate ideas into
one thought. What I was referring to when I stated about evidence
gathered in the 70's was the work done by Mercer, Mehan and Traupman that
led to the theory that students were being misidenitified as learning
disabled based on school behavior rather than big picture observations
(i.e. observing the child at home, out shopping, playing with neighborhood
kids, etc.).
thank you for giving a specific date for when the initial work that grew
into the 5th dimension began. It is grand work and I have great
appreciation for the researchers that had the courage to stake a claim
that education could take a different direction. Every day I strive to
provide an alternative to the classroom and the 5th dimension is a great
model!
eric
"Peg Griffin" <Peg.Griffin@att.net>
Sent by: xmca-bounces@weber.ucsd.edu
05/06/2010 12:40 PM
Please respond to "eXtended Mind, Culture, Activity"
To: "'eXtended Mind, Culture, Activity'" <xmca@weber.ucsd.edu>
cc:
Subject: RE: RE: [xmca] Fleer/Hedegaard for discussion
it began December 7 1981 -- what made you think the evidence was gathered
in
the 70's?
-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of ERIC.RAMBERG@spps.org
Sent: Thursday, May 06, 2010 12:38 PM
To: eXtended Mind, Culture, Activity
Subject: Re: RE: [xmca] Fleer/Hedegaard for discussion
Hey Carol:
Great question, it refers to a child being 'diagnosed' with a 'learning
disability' based on how the six hours spent in school rather than the
entire picture of how the child is developing and functioning. This was
written in 1982 and is based on evidence gathered in the 1970's so there
has
been progress in the evaluation of students that takes into account
observing the child in multiple settings and contexts. Another great
article to read is Traupman's and Cole's "Learning from a learning
disabled
child." published in 1979 as part of a symposium conducted at the
University of Minnesota.
eric
Carol Macdonald <carolmacdon@gmail.com>
Sent by: xmca-bounces@weber.ucsd.edu
05/06/2010 10:56 AM
Please respond to "eXtended Mind, Culture, Activity"
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
cc:
Subject: Re: RE: [xmca] Fleer/Hedegaard for discussion
Eric
What is the "6 hour LD syndrome" mentioned on page 2?
I thought it might refer to watching a child in their own context and then
deciding that they are not learning disabled after all. I might be
seriously
off the plot here, though.
Do you know?
Carol
On 6 May 2010 16:59, <ERIC.RAMBERG@spps.org> wrote:
> Hello all:
>
> The following archived LCHC newsletter written in July of 1982
> discusses much of this "socially situated institutional practices" in
> the
beginning
> time of the development of the 5th dimension.
>
> http://lchc.ucsd.edu/Histarch/jl82v4n3.PDF
>
> Here is an excerpt:
>
>
>
>
>
> I enjoyed the article as well and appreciate any research that
> provides insight into how institutional practices can impact the
> development of a child. Thank you to the authors for such great work!
>
> eric
>
>
>
>
> "White, Phillip" <Phillip.White@ucdenver.edu> Sent by:
> xmca-bounces@weber.ucsd.edu 05/05/2010 01:35 PM Please respond to
> "eXtended Mind, Culture, Activity"
>
>
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> cc:
> Subject: RE: RE: [xmca] Fleer/Hedegaard for discussion
>
>
> Larry - your analysis fits with my understanding of agency, engagement
and
> identity. as Lave points out, these attributes do emerge out of
> participation within activities -
>
> also, while i have my own goals for the classroom, these goals are not
> necessarily shared by the other participants within the classroom -
>
> one point: you wrote -
> "What the Fleer/Hedegaard article points out is how the REGULATORY
> FUNCTION of socially situated institutional practices constrains [and
> affords] particular developmental pathways. What I want to add is the
> construct of ENGAGEMENT [as a movement or tension of RESPONSE and
> WITHDRAWAL] and how institutional structures REGULATE this function of
> engagement [or disengagement] "
>
> i'm not so sure that Andrew is being confronted by "socially situated
> institutional practices" as what i understand to be socially situated
> practices operationalized by the classroom teacher(s).
>
> the classroom teacher(s), i would think, had other ways of responding
> to Andrew.
>
> phillip
>
>
> Phillip White, PhD
> University of Colorado Denver
> School of Education
> phillip.white@ucdenver.edu
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>
>
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