These files are maintained strictly for historical reference, research, and recordkeeping purposes, and the content has not been altered or updated since archiving. Content on this site may not meet current digital accessibility standards. If you require an alternative, accessible format of any information found on this site, please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
These files are maintained strictly for historical reference, research, and recordkeeping purposes, and the content has not been altered or updated since archiving. Content on this site may not meet current digital accessibility standards. If you require an alternative, accessible format of any information found on this site, please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
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 > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > > > > _______________________________________________ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > > -- 6 Andover Road Westdene Johannesburg 2092 011 673 9265 082 562 1050 _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca