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
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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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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
Yearbooks<http://www.tcrecord.org/Content.asp?ContentID=16362>
by
The editors of the Teachers College Record are pleased to announce the
yearbook topics for 2011 and issue a call for new proposals.
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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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