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Re: [xmca] A small request: English version of '"Socio-Cultural-Historical Activity Theories of Development in the Age of Hyperglobalization" article in Russian



Kim, there are a number of other articles where Mike addresses these issues. Have you read his 1997 book, "Cultural Pscyhology" or the article he did with Natalia G. in the Cambridge Companion to Vygotsky?

Andy

Kim Anh Dang wrote:
Dear Prof. Michael Cole,

I am interested in your journal article entitled:
"Socio-Cultural-Historical Activity Theories of Development in the Age
of Hyperglobalization" published in Russian in Cultural-Historical
Psychology; 2009, Issue 1, p66-73, 8p. However, since I don't speak
Russian, I cannot read the your article to understand more of your
ideas.

I know the paper was presented earlier as a keynote to the ISCAR
Conference in September 2008, but cannot find the full paper, only the
abstract, despite all my efforts.

If you have the paper in English, could you kindly send it to me if
this is at all possible? My email is: dangthikimanh@gmail.com

Thank you very much for your time and attention to this. And I very
much look forward to hearing from you.

With best wishes,

Kim Anh





On Wed, Mar 16, 2011 at 6:08 AM, mike cole <lchcmike@gmail.com> wrote:
Not just for Andy!
mike

---------- Forwarded message ----------
From: Teachers College Record <no-reply@tcrecord.org>
Date: Tue, Mar 15, 2011 at 10:46 AM
Subject: Speaking of Thinking: A Beginner's Guide to Hegel's Science of
Logic, Part II
To: Recipient <mcole@ucsd.edu>


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 Speaking of Thinking: A Beginner's Guide to Hegel's *Science of Logic*,
Part II <http://www.tcrecord.org/Content.asp?ContentID=16359>
by Philip W. Jackson
 Editor's Note: The *Teachers College Record* is pleased to make available
to readers a series of excerpts from Speaking of Thinking: A Beginners Guide
to Hegel's *Science of Logic* by Philip Jackson. These excerpts will be
released as they are available. Professor Jackson welcomes reader reactions
and comments and plans to make revisions as the entire book takes shape.

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the Place of Heritage
Languages<http://www.tcrecord.org/Content.asp?ContentID=15336>
by Marie Mc Andrew
 The article looks at the variety of practices that different societies
(Britain, Quebec, Ontario, the United States, and Belgium) have adopted to
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specific services formula and on the role they grant to heritage languages.

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reviewed by Annie Mogush Mason
------------------------------
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reviewed by Inna Semetsky
------------------------------
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 Regulation of Motivation: Contextual and Social
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by Christopher A. Wolters
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work regarding the regulation of motivation. As well, social influences on
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 The Situated Dynamics of Purposes of Engagement and Self-Regulation
Strategies: A Mixed-Methods Case Study of
Writing<http://www.tcrecord.org/Content.asp?ContentID=15978>
by Avi Kaplan, Einat Lichtinger & Michal Margulis
 This study employs mixed methods in an in-depth case analysis of a
ninth-grade studentïŋ―s engagement in a writing task to suggest that
situated purposes of engagement are integral elements in self-regulation and
that different purposes call for employment of different types of strategies
and potentially of self-regulation.


 Research on Individual Differences Within a Sociocultural Perspective:
Co-regulation and Adaptive
Learning<http://www.tcrecord.org/Content.asp?ContentID=15979>
by Mary McCaslin & Heidi Legg Burross
 Research is presented on teacher-centered instruction and individual
differences among students within a sociocultural
perspectiveïŋ―specifically, within a co-regulation model. Data sources
include classroom observation to identify differences in instructional
opportunity within teacher-centered instruction; studentsïŋ― reported
self-monitoring of their classroom activity to ascertain individual
differences in adaptation to classroom demands; and student performance on
classroom-like tasks and standardized tests to illuminate the dynamics of
opportunity, activity, and adaptation in student achievement. Results
support the potential of a co-regulation model to understand and enhance
teacher-centered instruction of students who differ in adaptation to
classroom and achievement demands in nontrivial ways.


 Socially Constructed Self-Regulated Learning and Motivation Regulation in
Collaborative Learning
Groups<http://www.tcrecord.org/Content.asp?ContentID=15980>
by Sanna Järvelä & Hanna Järvenoja
 The aim of this study is to identify higher education studentsïŋ― (N = 16)
socially constructed motivation regulation in collaborative learning. Three
methodsïŋ―namely, adaptive instrument, video-tapings, and group
interviewsïŋ―were used to assess the individual- and group-level
perspectives on those situations that the students felt were challenging and
thus possibly activated joint regulation of motivation. The results show
that socially constructed self-regulation emerged when students worked in
collaborative learning groups and made consistent efforts to regulate their
learning and engagement.


 What Have We Learned About the Social Context-Student Engagement
Link?<http://www.tcrecord.org/Content.asp?ContentID=15981>
by Monique Boekaerts
 The author explores how each author contributes to our understanding of the
social context--self-regulation link. She also describes how the articles
collectively enhance our insights into the social embeddedness of regulation
strategies in the classroom and lists some of the challenges that remain.



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Home Page: http://home.mira.net/~andy/
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