
Radical-Local Teaching and Learning
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Content
- Front Matter
- Front Cover
- Title Page
- Copyright Page
- Preface
- Contents
- Chapter 1. Radical-Local Teaching and Learning for Education and Human Development
- Formal Education and Child Development
- Plan of the Book
- Chapter 2. Education in a Societal Perspective
- School Completion
- Summary Remarks
- Chapter 3. An Introduction to Radical-Local Teaching and Learning
- Vygotsky's Analysis of Everyday and Scientific Concepts
- Institutional Practice
- Radical-Local Teaching and Learning
- Relevant Research and Practice in a Radical- Local Perspective
- Concluding Comments
- Chapter 4. The Relation of Knowledge to Teaching and Learning from a Radical- Local Perspective
- Societal, General and Personal Knowledge in Relation to Academic Knowledge
- Forms of Knowledge Characterizing School Teaching
- Forms of Knowledge in Everyday Activities
- The Significance of Theoretical Knowledge for Integrating Academic, Local and Personal Knowledge
- Chapter 5. Child Development and Learning
- Periods in Child Development
- Cultural Practice and Personal Motive Development
- Radical-Local Teaching and Learning Combine Personal Knowledge with Local and Academic Knowledge through Motivating and Eventful Activities
- Chapter 6. The Double Move Approach to Instruction
- Principles of the Double Move in Instruction
- The Formation of Motivation through Communication and Cooperation
- Implication of the Double Move Approach for Radical- Local Teaching and Learning
- Chapter 7. The East Harlem Community from a Cultural- Historical Perspective
- Puerto Rico Prior to United States Acquisition in 189821
- The United States Acquisition of Puerto Rico
- Puerto Rico's Development under United States Rule Prior to World War II
- Puerto Rico's Development under United States Rule after World War II34
- Cultural-Historical Conditions: A Sketch of East Harlem37
- Implications
- Chapter 8. Puerto Ricans and Education in New York City
- Historical Background and Contemporary Conditions
- Conditions and Expectations for Education Today for Puerto Rican Children in East Harlem
- Why Radical-Local Teaching in a Puerto Rican Community? Motivations for the Intervention Project
- Chapter 9. Organization, Content, Participants and Evaluation of the Teaching Programme
- Teaching Local Social History as Theoretical Knowledge
- Data Collection
- Evaluating the Teaching-Learning Programme
- Chapter 10. The Goal Formation Phase
- Exploring Origins: Who Are We? Where Do We Come From?
- Main Features of the Goal Formation Phase
- Chapter 11. Researching Family Life and Living Conditions in Early 20th Century Puerto Rico
- Building Core Relations and Appropriating Research Procedures
- Interviewing about Puerto Rico in the Old Days
- Conceptualizing the Relation between Living Conditions and Family Life from a Historical Perspective
- Being Rich or Poor - from a Historical and a Societal Perspective
- Objects from the Old Days in Puerto Rico
- Explicating the Conceptual Relation: Living Conditions - Family Life
- Main Features of the Phase of Building Core Relations and Appropriating Research Procedures
- Chapter 12. Researching the History of their City and Starting Model Formulation
- Using the Basic Relation for Modelling their Neighbourhood
- Researching the History of their Community
- Main Features of the Phase of Appropriating Research Strategies and Model Formulation
- Chapter 13. Community Modelling and Model Use
- Goals for the Community Modelling Phase
- Model Making of the Community
- Family Life, Community and Location of their Community in New York City
- Community Walk and Registration of Places: Formulating a Model for what a Family Needs Living in a Community
- Statistics about Resources in their Community
- Main Features of the Phase of Community Modelling and Model Use
- Chapter 14. Discussion of the Teaching Experiment
- Realisation of the Principle of the Double Move Approach in the Teaching Experiment
- Children's Learning and Development in the Teaching Experiment
- Conclusion
- Chapter 15. Radical-Local Teaching and Learning and Educational Practice
- Main Features of Radical-Local Teaching and Learning
- Radical-Local Teaching and Learning: Is It Possible?
- Further Development of Radical-Local Teaching: Open Questions and Likely Barriers
- Radical-Local Teaching and Learning in Relation to Cultural Minorities
- References
- List of Figures
- Index
- A
- B
- C
- D
- E
- F
- G
- H
- I
- J
- K
- L
- M
- N
- O
- P
- Q
- R
- S
- T
- U
- V
- W
- Y
- Z
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