Thank you for this comment, Larry -- here is the Tarulli, and the one you mention with Robert Lecusay -- Beth On Sun, Dec 15, 2013 at 6:52 PM, Larry Purss <lpscholar2@gmail.com> wrote: > I am remembering the discussion of playworlds and the zo-ped as helping the > adults *grow up* within socratic dialogues with children. > An article was referenced which I am would like to read that was referenced > in the article: > > Cheyne, J. A and Tarulli, D (1999) Dialogue ,difference, and voice in the > zone of proximal development. Theory and Psychology, 9, 5-28. > > If it is possible to send a cop.y I would appreciate this.. > > The exploration of desire and motivation and the adult being transformed > [and developing] within the intersubjective engagement [and enactment] in > the zo-ped is what I find fascinating. This depth of *care and concern* for > the child's *voice* moving from the magisterial TO the socratic voice seems > a radical [going to the root] of the zo-ped. > Thanks, > Larry > > > On Sun, Dec 15, 2013 at 7:51 AM, Beth Ferholt <bferholt@gmail.com> wrote: > > > This is very very helpful, Artin. Monica and I are both about to fly to > > the US, me to return her for a few month, so we will have to discuss and > > respond in a couple weeks. Thank you! Beth > > > > > > On Fri, Dec 13, 2013 at 6:52 PM, Goncu, Artin <goncu@uic.edu> wrote: > > > > > > > > > > > > > > Hi Beth and Monica-- > > > > > > Although I have quietly followed some of the posts on this issue, I > don't > > > remember exactly what was said before. So, if anything I say is > redundant > > > or not so relevant, just feel free to ignore it.. > > > > > > In discussions of whether or how imaginative play leads to development > of > > > symbols, one important issue that is often not considered is the > > > motivation for play. A shared conviction among theorists like Freud, > > > Piaget, and Vygotsky is that children play in order to make sense of an > > > affectively significant experience, e.g., to heal a wound (Freud), to > > > develop mastery over a personal past experience (Piaget), or to > > anticipate > > > future based on partial understandings of an experience (Vygotsky.) I > > > believe all of these to be true based on my own work with young > children > > > as a former preschool teacher and some clinical experience with > children > > > who had learning disabilities. Suzanne Gaskins and I wrote about these > > > issues together before too. Cindy Dell Clark's book on the role of > play > > > in the treatment of children with asthma and diabetes supports this > idea > > > too. So, it seems to me that if we can show/understand the connection > > > between children's play activities and their antecedents, it will be > > > easier to see that even by virtue of expressing something of personal > > > significance in play, children are making an effort to symbolize that > > > experience. > > > > > > A second issue relates to how the experience gets represented. In the > > > 1970s and 80s, Greta Fein wrote a lot about this issue. She argued and > > > showed that the road to symbolization begins with placing a familiar > > > personal event of significance in the context of play, e.g., an > infant's > > > pretending to drink from an empty bottle. Greta called this > > > de-contextualization. With age, a de-contextualized event gets > > > transformed through different means, i.e., objects and ideas, and > > > opportunities as afforded by their cultural/community contexts. In > other > > > words, something can be represented either through a very structured > toy > > > or not using any object at all. So, if we see symbolization taking > place > > > in many different ways, it may be easier to see how play leads to > > symbolic > > > development. (One example I can think of from the arts is how > > > representation of a tree had changed in Modigliani's paintings from > tree > > > figures to geometric shapes...) > > > > > > Basically, I am suggesting that the connection between play and > symbolic > > > development will be easier to see if we understand the connection > between > > > play activities and their non-play antecedents, and also that there is > a > > > developmental/contextual order/preference to how experiences get > > > represented in play. > > > > > > All the best, ag > > > > > > On Fri, December 13, 2013 10:34 am, Beth Ferholt wrote: > > > > We apologize for the delay responding: > > > > We have been thinking about what you all wrote, reading the > suggestions > > > > and > > > > then going into the preschools to gather more data in response ... > > > > This is what we came up with, and we are working here as much from > > > > interviews with the many (35) teachers with whom we are working as > from > > > > observations of teaching and learning: > > > > > > > > We think that the way we asked the question enforced some dichotomies > > > that > > > > we want to challenge, particularly between form and content -- but > also > > > > between symbolic thought and play. So, to the many of you who said > > this: > > > > what do we mean by symbolic thought? the simplest unit?: let us try a > > > > different approach to this dilemma. Peg: Mash up -- yes! But before > > > they > > > > mash maybe we are seeing some preparation for the mash? > > > > > > > > Gunilla Lindqvist (1995) was searching for a common denominator > between > > > > art > > > > and play when she developed playworlds. Discussions with Kiyo > > (Mizasaki) > > > > during the recent playworld conference have brought us back to this > > > > question. So has a paper Mike suggested by Dennis Newman: Learning > to > > > > Draw > > > > a Picture in Discourse Processes, 1980. > > > > > > > > It seems to us that the teachers here are creating a pivot in the way > > > they > > > > work with the children. This is based in what they do in their art > > > > studios, guided by the artist who works with them (called an > > atelierista > > > > in > > > > the Reggio Emilia preschools). They spend lots and lots of time with > > the > > > > children in very small groups or one-on-one, from the time the > children > > > > are > > > > one, doing what they call listening to the children and helping them > to > > > > look. > > > > > > > > But we think, following Newman, that what they are doing with the > > > children > > > > that is working like the pivot in play to divorce object from > meaning, > > is > > > > to be found in creation of an understanding of artistic > representation > > > > within the social context of the studio/building room, etc. The > > teachers > > > > speak to the children endlessly -- and not a lecture, this is careful > > > > listening and dialogue with what the children do and say -- about how > > to > > > > represent what they see. The bus is long -- this is why we have a > long > > > > paper (lots of touching the paper and the photo of the bus (that they > > > rode > > > > that AM!) here -- ). The bus is what color? What paint will you > use? > > > > They also are careful to use materials that do not interfere with > this > > > > process. If it is a long piece of paper, and the question is about > > color > > > > (not lines) then they have a thick brush. Also, the emphasis is on > the > > > > children feeling proud at being able to draw what they want to draw. > > In > > > > this the teacher is looking for that moment of understanding that the > > > > stick > > > > (picture) is a horse (bus). (The children really do shine at this > > > moment, > > > > it is wild!) > > > > > > > > All this means that when the children are one and a half they can > make > > a > > > > blade of grass into a key in a story because they are familiar with > > > > pivots. The lesson was not actually about painting. Or, it was, > but > > > the > > > > social context -- the events above -- shaped what the lesson was, and > > it > > > > was a lesson about representation. > > > > > > > > A favorite example of the environment/materials supporting this > > > > pivot-creation is the toilet paper tubes with their photos laminated > on > > > > them. In the block area they and their friends -- represented by > > toilet > > > > paper tubes -- play in the block buildings they make. When the two > > year > > > > olds start to point out that this is them, it is as if we could SEE > > that > > > > the art activities and the play DO have a common denominator. > > > > > > > > OK, we are still exploring, and we are thinking about ALL the > responses > > > > you > > > > gave us although we do not yet have responses to all. > > > > > > > > To the suggestion of posting footage, we would like to but our IRB > does > > > > not > > > > allow it. > > > > > > > > TO Nacho -- Hi : ) ! Great tip that as you see we followed!!!!! > > > > > > > > Very happy to have more feedback, as this back and forth between you > > all > > > > and the teachers is a wonderful social context for our development in > > > > relation to this problem! > > > > > > > > Beth and Monica > > > > > > > > > > > > > > > > > > > > On Sat, Oct 19, 2013 at 4:32 AM, larry smolucha > > > > <lsmolucha@hotmail.com>wrote: > > > > > > > >> Message from Francine: > > > >> Beth, > > > >> I this is what I think is going on at the preschool you describe. > Over > > > >> the > > > >> past 40 years, I have observed several changes in what was deemed > > > >> ideologically fashionable in education and psychology. There was a > > time > > > >> when Piaget was cutting edge (in the USA 1960's) - the devotees were > > > >> passionate - it was like Beatlemania. The Vygotsky era in the USA > had > > to > > > >> buck up against the Piagetians, but gradually, Vygotsky gained > > > >> credibility. > > > >> It is important to keep in mind the cold war politics stifling and > > then > > > >> shaping the discourse. Alongside this was the discovery of Derrida > as > > a > > > >> sort of cult figure. What would be more predictable than to have a > > > >> post-modern movement whose agenda is to render obsolete all of the > > > >> towering > > > >> intellects of the 20th century to replace them with some turn of the > > > >> century Millennium figures [Dahlberg, Moss, Deluze). > > > >> Like Andy Blunden, I do see anything in the use of object > > substitutions > > > >> at > > > >> age onethat undermines anything in Vygotskian theory (blade of grass > > as > > > >> a > > > >> key). Certainly, thebehavior is precocious. Also, the precocious > > > >> recognition of alphabet letters and numbers in the second year of > > life, > > > >> does not disprove Vygotsky or Piaget. > > > >> As a play researcher, I would have a few questions about the use of > > the > > > >> blade of grassas a key: (1) What served as the lock? A real lock, > on a > > > >> door > > > >> perhaps? So was the bladeof grass stuck in the lock? (2) Did the > > toddler > > > >> say anything indicating it was a key or the action was unlocking the > > > >> door? > > > >> Just sticking a blade of grass in a lock would be coded [in a > > > >> dissertation] as a proto-object substitution. Additional gestures > such > > > >> as > > > >> turning the blade of grass like a key, and/or turning the handle of > > the > > > >> door and opening it, would support a 'symbolic' function.Certainly, > > > >> naming > > > >> and especially renaming the blade of grass would be evidence.From > your > > > >> description of one year olds (plural) 'opening a locked door' and > > > >> describing what is inside, I suspect that the teachers were leading > > the > > > >> children in this play activity and that is was actually guided > pretend > > > >> play > > > >> that was scaffolded by the adults. > > > >> In my dissertation, I observed the development of object > substitutions > > > >> (and play gesturesthat suggest invisible objects) in six children > from > > > >> 14 > > > >> months of age until 28 months of age.In a half hour observation at > 14 > > > >> months, one child picked up a stacking cup and put it to her lips as > > if > > > >> to > > > >> drink (coded as proto-object substitution with 'invisible > > substance'). > > > >> The > > > >> gesture could have just been Functionlust (Karl Groos' definition of > > > >> pretend play)and that is how the stacking gesture (you describe) > with > > an > > > >> imaginary 'ring' would be coded. > > > >> In 2002, I did a presentation at the ISCRAT Congress in Amsterdam, > at > > > >> the > > > >> invitation of Bert van Oers. I attended a symposium on play and soon > > > >> discovered that Activity Theoryproponents were totally unaware of > the > > > >> substantial research done on Vygotsky's theory of play (not > associated > > > >> with > > > >> Activity Theory.) As early as 1982, Inge Bretherton edited a book > > > >> titled > > > >> Symbolic Play that included some examples of pretend play at age one > > > >> (particularlyPeggy Miller's chapter on Mother-Baby Role Play). > > > >> Beth, can you find a citation for the 2013 review of research that > > Bert > > > >> van Oers referredto when saying the research on the relationship > > between > > > >> play and symbolic developmentwas inconclusive. I bet it was a very > > > >> narrow > > > >> review of just Activity Theory based studies. > > > >> Sorry, I do not have an extra copy of my dissertation. Can you get > it > > > >> on-line or on loan?It was completed in 1991 at the University of > > > >> Chicago. I > > > >> will see what I can do to makeit more readily available. > > > >> > > > >> > > > >> > > > >> > Date: Fri, 18 Oct 2013 13:47:04 +0200 > > > >> > From: bferholt@gmail.com > > > >> > To: xmca-l@mailman.ucsd.edu > > > >> > Subject: [Xmca-l] Re: Play and symbolic thought -- > > > >> > > > > >> > Thank you for all the interesting responses, both the ones in this > > > >> chain > > > >> > and the many private responses we received -- we have been hard at > > > >> work > > > >> > thinking and reading in response! > > > >> > > > > >> > We had not read all of the things that people sent, before -- > > > >> Francine, > > > >> can > > > >> > you send your dissertation? -- but we were familiar with much of > it > > of > > > >> it, > > > >> > also the work on play and narrative development, language > > development, > > > >> and > > > >> > metaphor. BTW, we just heard Bert van Oers talk, a very > interesting > > > >> talk, > > > >> > and he mentioned near the start that the connection was > inconclusive > > > >> (a > > > >> > 2013 literature review – ). > > > >> > > > > >> > However, what made us reach out to XMCA was the following dilemma: > > > >> > > > > >> > The teachers at the preschool where we are working are generally > > > >> suspicious > > > >> > of developmental theory. Gunilla Dahlberg and Peter Moss write > some > > of > > > >> the > > > >> > books they read in their training, and argue convincingly that > > > >> > developmental theory is very important to the discourse that > > supports > > > >> a > > > >> > deficit model of the child. These teachers turn to Deluze before > > > >> Piaget > > > >> and > > > >> > they are also wary of Vygotsky -- through the looking glass > compared > > > >> to > > > >> > preschools in the US -- *and* these are the preschools that > (because > > > >> of > > > >> > their practice) we would most want to be in if we were young > > children, > > > >> or > > > >> > would most want our kids and grandkids to be in, hand-down. > > > >> > > > > >> > In any case, many of these teachers have taken on the task of > > showing > > > >> us > > > >> > that our idea that play leads to symbolic thought is not right. > They > > > >> show > > > >> > us all this amazing play -- and symbolic thought -- that one year > > olds > > > >> are > > > >> > doing. They make films and take photographs and the give hour-long > > > >> > presentations to us : ). > > > >> > > > > >> > For instance, they showed us one year olds pretending a blade of > > grass > > > >> was > > > >> > a key and "opening" a locked door and describing what they saw > > inside. > > > >> They > > > >> > showed us one year olds using letters and numbers. In fact, my own > > > >> just-two > > > >> > year old, who has been attending their preschool for almost a > year, > > > >> could > > > >> > identify letters and numbers months ago, and also seems to have an > > > >> idea > > > >> of > > > >> > what these symbols mean/ are for (although I have to think more > > about > > > >> why I > > > >> > think this -- I DO think it is right, but why -- ). Many children > in > > > >> my > > > >> > child's class do this, he is certainly not "gifted" when it come > to > > > >> > reading, so the point is that I had to see it in a child I knew > > really > > > >> well > > > >> > to believe it ... and I did, and I do. > > > >> > > > > >> > So, we are stuck. We really are not ready to give up the > > relationship > > > >> > between play and symbolic thought. But we are confused by what we > > are > > > >> > seeing these very young children doing, and I suppose that when we > > > >> wrote > > > >> > XMCA we were sort of hoping for some impossible and longitudinal > > > >> experiment > > > >> > that showed that without play symbolic thought does not develop : > ) > > . > > > >> Of > > > >> > course we know from Gaskins and Goncu that this is probably not > > right? > > > >> So > > > >> > perhaps an experiment that showed children incapable of symbolic > > > >> thought, > > > >> > playing, and then all of a sudden -- presto – hmmm. > > > >> > > > > >> > Do people have further thoughts or questions for us? THey would be > > > >> much > > > >> > appreciated. We don't want to leave the teachers without defending > > > >> what > > > >> we > > > >> > still think is so important about play, but maybe children are > more > > > >> capable > > > >> > of both pretend play and symbolic thought, when they are very, > very > > > >> young, > > > >> > than we thought after our years of teaching in other contexts (in > > > >> which > > > >> we > > > >> > were less supported in seeing the competent child -- really the > > > >> competent > > > >> > toddler or even baby in this case) and than we though about after > > our > > > >> > reading of VYgotsky on play. > > > >> > > > > >> > Thanks to a few comments we ARE back to Wartovsky – It may be less > > > >> about > > > >> > seeing a competent child in these schools, than about their > emphasis > > > >> on > > > >> the > > > >> > arts? Or maybe it’s both? > > > >> > > > > >> > THank you all again for the help with this, Beth and Monica > > > >> > > > > >> > > > > >> > On Fri, Sep 20, 2013 at 3:18 AM, larry smolucha < > > > lsmolucha@hotmail.com > > > >> >wrote: > > > >> > > > > >> > > Message from Francine Smolucha: > > > >> > > Beth, > > > >> > > I would not hesitate to say that play is essential for > > > >> > > development(cognitive, social, emotional,and neurological). > > > >> > > Elena Bodrova and Deborah Leong's Tools of the Mind Preschool > > > >> > > Curriculumhas also provided supporting evidence that spans these > > > >> four > > > >> > > domains.They have an ongoing study with the University of > > > >> Chicago.While > > > >> > > their focus is on self-regulation which itself courses all four > > > >> > > domains,they also teach the preschool teachers how to teach the > > > >> children to > > > >> > > use object substitutions in pretend play. There is much > potential > > > >> here > > > >> for > > > >> > > a systematic study of the role of object substitutions in > learning > > > >> to > > > >> use > > > >> > > symbol systems. > > > >> > > > Date: Thu, 19 Sep 2013 10:34:28 +0200 > > > >> > > > From: bferholt@gmail.com > > > >> > > > To: xmca-l@mailman.ucsd.edu > > > >> > > > Subject: [Xmca-l] Re: Play and symbolic thought -- > > > >> > > > > > > >> > > > We will look at your dissertation, from 1991, this is helpful. > > > >> And > > > >> yes, > > > >> > > > this is what we are thinking about. Your response makes me > > think > > > >> more > > > >> > > > broadly about the challenge the teachers we are working with > are > > > >> posing > > > >> > > to > > > >> > > > our conception of the importance of play in child development > > ... > > > >> I > > > >> think > > > >> > > > we must be more clear about this before we can answer my > > question, > > > >> above. > > > >> > > > I don't think we want to say play is essential, so then we > need > > > >> to > > > >> ask > > > >> > > why > > > >> > > > we want to say it is hard to replace, or particularly > efficient > > at > > > >> what > > > >> > > it > > > >> > > > does -- The response will not be found in one experiment. > Thank > > > >> you! > > > >> > > Beth > > > >> > > > > > > >> > > > > > > >> > > > On Thu, Sep 19, 2013 at 3:01 AM, larry smolucha < > > > >> lsmolucha@hotmail.com > > > >> > > >wrote: > > > >> > > > > > > >> > > > > Message from Francine Smolucha: > > > >> > > > > Beth, > > > >> > > > > According to Vygotsky, object substitutions in pretend play > > > >> (such > > > >> as > > > >> > > > > riding on a stick as if it were a horse) are the pivot for > > > >> separating > > > >> > > > > meaning from object. The ability to make the gesture with a > > > >> non-replica > > > >> > > > > object leads to more abstract symbols such as using > pictorial > > > >> > > > > representation (such as stick people and stick animals in > > > >> drawings, i. > > > >> > > e., > > > >> > > > > line drawings) to words made out of alphabet letters and > > > >> numerical > > > >> > > > > notations. I do not know of any one longitudinal study that > > > >> documented > > > >> > > this > > > >> > > > > progression, but there are certainly studies thatfocused on > > > >> specific > > > >> > > > > components. My doctoral dissertation University of Chicago > > > >> > > 1991documented > > > >> > > > > how objects changed their names and functions in pretend > play > > (a > > > >> > > > > longitudinal study of toddlers aged 14- to 28- months.) > Isn't > > > >> that > > > >> the > > > >> > > > > basic definition of a symbol - that one object can stand for > > > >> another > > > >> > > > > (re-present another)??? > > > >> > > > > Are you thinking of something along these lines? > > > >> > > > > > Date: Wed, 18 Sep 2013 12:31:41 +0200 > > > >> > > > > > From: bferholt@gmail.com > > > >> > > > > > To: xmca-l@mailman.ucsd.edu > > > >> > > > > > Subject: [Xmca-l] Re: Play and symbolic thought -- > > > >> > > > > > > > > >> > > > > > We are wondering if there is anything actually showing > that > > > >> play > > > >> > > allows > > > >> > > > > for > > > >> > > > > > the development of symbolic thought ... we do not have an > > idea > > > >> what > > > >> > > this > > > >> > > > > > experiment could look like : ) ... anytime it was done is > > > >> fine! > > > >> Beth > > > >> > > > > > > > > >> > > > > > > > > >> > > > > > On Tue, Sep 17, 2013 at 7:18 PM, Hansen, Monica < > > > >> > > > > > monica.hansen@vandals.uidaho.edu> wrote: > > > >> > > > > > > > > >> > > > > > > Beth, > > > >> > > > > > > What specifically about Vygotsky's claims and the > > > >> relationship > > > >> > > between > > > >> > > > > > > play and symbolic thought are you looking for research > to > > > >> > > > > substantiate? Are > > > >> > > > > > > you looking for contemporary research? What kind of > > > >> research? > > > >> The > > > >> > > path > > > >> > > > > is > > > >> > > > > > > not always easy or direct because Vygotsky's thoughts > > > >> encompassed > > > >> > > > > larger > > > >> > > > > > > ideas within which a myriad of approaches to research on > > > >> this > > > >> topic > > > >> > > > > can be > > > >> > > > > > > framed and approached. At least this has been my > > experience > > > >> in > > > >> > > hunting > > > >> > > > > it > > > >> > > > > > > down :) > > > >> > > > > > > --The other Monica > > > >> > > > > > > > > > >> > > > > > > -----Original Message----- > > > >> > > > > > > From: xmca-l-bounces@mailman.ucsd.edu [mailto: > > > >> > > > > > > xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Beth > > Ferholt > > > >> > > > > > > Sent: Tuesday, September 17, 2013 10:06 AM > > > >> > > > > > > To: eXtended Mind, Culture, Activity > > > >> > > > > > > Cc: xmca-l@ucsd.edu > > > >> > > > > > > Subject: [Xmca-l] Play and symbolic thought -- > > > >> > > > > > > > > > >> > > > > > > Monica and I have been talking about Vygotsky's work on > > the > > > >> > > > > relationship > > > >> > > > > > > between play and symbolic thought and been being > > challenged > > > >> by > > > >> > > Swedish > > > >> > > > > > > preschool teachers. Is there an experiment that shows > > > >> Vygotsky was > > > >> > > > > correct > > > >> > > > > > > in his claims about this relationship? We can't find > any! > > > >> > > > > > > Tanks, > > > >> > > > > > > Beth > > > >> > > > > > > -- > > > >> > > > > > > Beth Ferholt > > > >> > > > > > > Assistant Professor > > > >> > > > > > > School of Education > > > >> > > > > > > Brooklyn College, City University of New York > > > >> > > > > > > 2900 Bedford Avenue > > > >> > > > > > > Brooklyn, NY 11210-2889 > > > >> > > > > > > > > > >> > > > > > > Email: bferholt@brooklyn.cuny.edu > > > >> > > > > > > Phone: (718) 951-5205 > > > >> > > > > > > Fax: (718) 951-4816 > > > >> > > > > > > > > > >> > > > > > > > > > >> > > > > > > > > >> > > > > > > > > >> > > > > > -- > > > >> > > > > > Beth Ferholt > > > >> > > > > > Assistant Professor > > > >> > > > > > School of Education > > > >> > > > > > Brooklyn College, City University of New York > > > >> > > > > > 2900 Bedford Avenue > > > >> > > > > > Brooklyn, NY 11210-2889 > > > >> > > > > > > > > >> > > > > > Email: bferholt@brooklyn.cuny.edu > > > >> > > > > > Phone: (718) 951-5205 > > > >> > > > > > Fax: (718) 951-4816 > > > >> > > > > > > > >> > > > > > > > >> > > > > > > >> > > > > > > >> > > > > > > >> > > > -- > > > >> > > > Beth Ferholt > > > >> > > > Assistant Professor > > > >> > > > School of Education > > > >> > > > Brooklyn College, City University of New York > > > >> > > > 2900 Bedford Avenue > > > >> > > > Brooklyn, NY 11210-2889 > > > >> > > > > > > >> > > > Email: bferholt@brooklyn.cuny.edu > > > >> > > > Phone: (718) 951-5205 > > > >> > > > Fax: (718) 951-4816 > > > >> > > > > > >> > > > > > >> > > > > >> > > > > >> > > > > >> > -- > > > >> > Beth Ferholt > > > >> > Assistant Professor > > > >> > School of Education > > > >> > Brooklyn College, City University of New York > > > >> > 2900 Bedford Avenue > > > >> > Brooklyn, NY 11210-2889 > > > >> > > > > >> > Email: bferholt@brooklyn.cuny.edu > > > >> > Phone: (718) 951-5205 > > > >> > Fax: (718) 951-4816 > > > >> > > > >> > > > > > > > > > > > > > > > > -- > > > > Beth Ferholt > > > > Assistant Professor > > > > School of Education > > > > Brooklyn College, City University of New York > > > > 2900 Bedford Avenue > > > > Brooklyn, NY 11210-2889 > > > > > > > > Email: bferholt@brooklyn.cuny.edu > > > > Phone: (718) 951-5205 > > > > Fax: (718) 951-4816 > > > > > > > > > > > > > > > > > Artin Goncu, Ph.D > > > Professor Emeritus, > > > University of Illinois at Chicago > > > College of Education M/C 147 > > > 1040 W. Harrison St. > > > Chicago, IL 60607 > > > > > > > > > > > > > > > -- > > Beth Ferholt > > Assistant Professor > > School of Education > > Brooklyn College, City University of New York > > 2900 Bedford Avenue > > Brooklyn, NY 11210-2889 > > > > Email: bferholt@brooklyn.cuny.edu > > Phone: (718) 951-5205 > > Fax: (718) 951-4816 > > > -- Beth Ferholt Assistant Professor School of Education Brooklyn College, City University of New York 2900 Bedford Avenue Brooklyn, NY 11210-2889 Email: bferholt@brooklyn.cuny.edu Phone: (718) 951-5205 Fax: (718) 951-4816
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