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

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

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>
>    [image: Title]
>  [image: Subscribe Today] <http://www.tcrecord.org/Subscriptions.asp>
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>    Freely-Available This Week
> Articles
>  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.
>  Ensuring Proper Competency in the Host Language: Contrasting Formula and
> 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
> foster the mastery of the host language by immigrant students, with a
> special focus on the degree to which such endeavors follow an immersion or a
> specific services formula and on the role they grant to heritage languages.
>  Commentaries
>  Cultivating the Imagination: Building Learning Environments for
> Innovation<http://www.tcrecord.org/Content.asp?ContentID=16341>
> by Douglas Thomas & John Seely Brown
> The authors explore creativity and imagination as key elements of 21st
> century learning, focusing on key principles outlined in their new book *A
> New Culture of Learning*.
>  Commonwealth v. Carr: Cocaine, A Dorm Room, and the Fourth
> Amendment<http://www.tcrecord.org/Content.asp?ContentID=16286>
> by Richard Fossey
> College students have a constitutional right to privacy in their dormitory
> rooms, and two young men from Boston College are surely grateful.
>  Book Reviews
>  Brokered Boundaries: Creating Immigrant Identity in Anti-Immigrant
> Times<http://www.tcrecord.org/Content.asp?ContentID=16316>
>  by Douglas S. Massey and Magaly Sanchez R.
> reviewed by Annie Mogush Mason
> ------------------------------
>  The Diversity Paradox: Immigration and the Color Line in Twenty-First
> Century America <http://www.tcrecord.org/Content.asp?ContentID=16320>
>  by Jennifer Lee and Frank D. Bean
> reviewed by Duke W. Austin
> ------------------------------
>  New World of Indigenous
> Resistance<http://www.tcrecord.org/Content.asp?ContentID=16322>
>  by Noam Chomsky; Lois Meyer and Benjamin Maldonado (eds.)
> reviewed by Mario E. López-Gopar, William Sughrua & Ángeles Clemente
> ------------------------------
>  Education Out of Bounds: Reimagining Cultural Studies for a Posthuman
> Age<http://www.tcrecord.org/Content.asp?ContentID=16324>
>  by Tyson E. Lewis and Richard Kahn
> reviewed by Inna Semetsky
> ------------------------------
>  Affirming Students' Right to their Own Language: Bridging Language Policies
> and Pedagogical Practices<http://www.tcrecord.org/Content.asp?ContentID=16327>
>  by Jerrie Cobb Scott, Dolores Y. Straker, and Laurie Katz (eds.)
> reviewed by Wayne E. Wright
>   2011 NSSE Yearbooks and Call for Proposals for Future
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>  Introduction to a Special Issue on Social Aspects of Self-Regulated
> Learning: Where Social and Self Meet in the Strategic Regulation of
> Learning<http://www.tcrecord.org/Content.asp?ContentID=15975>
> by Allyson Hadwin & Sanna Järvelä
>  Articles in this special issue share the common goal of grappling with the
> social nature of self-regulated learning (SRL). Five papers contrast
> theoretical and empirical approaches and collectively clarify terminology
> commonly used for describing the social aspects of self-regulation (e.g.,
> coregulation, shared regulation, collective regulation, self-regulation in
> social context, self-in-social-setting regulation). The final section of the
> special issue includes a commentary from a leading researcher in the field.
> In organizing this special issue, we have strategically drawn
> internationally from a broad array of prominent and less prominent
> perspectives. The goal is to co-construct language and directions for
> research and practice that acknowledge social aspects of SRL.
>  Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring
> Perspectives of Social in Self-Regulated Learning
> Theory<http://www.tcrecord.org/Content.asp?ContentID=15976>
> by Allyson Hadwin & Mika Oshige
>  This article contrasts: (a) the role of social influence in the regulation
> of learning, (b) the emerging language for describing regulation of learning
> (self-regulation, coregulation, or socially shared regulation), and (c)
> empirical methods for researching social aspects in the regulation of
> learning.
>  Regulation of Motivation: Contextual and Social
> Aspects<http://www.tcrecord.org/Content.asp?ContentID=15977>
> by Christopher A. Wolters
>  This article provides a conceptual understanding and briefly reviews prior
> work regarding the regulation of motivation. As well, social influences on
> the development of regulation of motivation are discussed. Throughout the
> article, gaps in prior research and directions for future studies are noted.
>  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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