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

[Kim Anh Dang <dangthikimanh@gmail.com>]

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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>  Editor's Note: The *Teachers College Record* is pleased to make available
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>  Ensuring Proper Competency in the Host Language: Contrasting Formula and
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> reviewed by Annie Mogush Mason
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>  Articles in this special issue share the common goal of grappling with the
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>  This article contrasts: (a) the role of social influence in the regulation
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>  Regulation of Motivation: Contextual and Social
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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
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> 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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