| Chap. 1 |
Learning through Acting within Societal Traditions: Learning in Classrooms |
| | Mariane Hedegaard, University of Aarhus, Denmark |
School Traditions and Learning
|
| Chap. 2 |
The Gendering of Social Practices in Special Needs Education |
| | Harry Daniels, Angela Creese, Shaun Fielding, Valerie Hey, Diana Leonard, and Marjorie Smith, University of Birmingham, United Kingdom |
| Chap. 3 |
Instruction and Learning in Elementary School |
| | Hartmut Giest, University of Potsdam, Germany |
| Chap. 4 |
Expanding the Predominant Interpretation of ZPD in Schooling Contexts: Learning and Mutuality |
| | Peter Kutnick, University of Brighton, United Kingdom |
Educational Practice That Combines Community Knowledge and Social Science Studies
|
| Chap. 5 |
Orchestrating Voices and Crossing Boundaries in Educational Practice: Dialogic Research on Learning about the Kobe Earthquake |
| | Katsuhiro Yamazumi, Osaka University of Education, Japan |
| Chap. 6 |
Culturally Sensitive Teaching Within a Vygotskian Perspective |
| | Mariane Hedegaard, Seth Chaiklin, and Pedro Pedraza, University of Aarhus, Denmark |
| Chap. 7 |
Science Literacy in the Making in an Inner-City Youth Programme: "They Take the Time to Show us how a Plant Grow" |
| | Jrene Rahm, University of Northern Colorado, USA |
| Chap. 8 |
Transforming Ethnocultural Tradition in a Modern Environment: Context for Personal Development |
| | Olga V. Kritskaya, Michigan State University, USA |
Everyday Knowledge and Mathematics and Physics Learning
|
| Chap. 9 |
Mathematical Cognition in the Classroom: A Cultural-Historical Approach |
| | Ademir Damazio, Federal University of Santa Catarina, Brazil |
| Chap. 10 |
From Monologic to Dialogic Understanding: A Case Study of Japanese Mathematics Classrooms |
| | Kayo Matsushita, Gunma University, Japan |
Diversity and in Learning Modes
|
| Chap. 11 |
How School Students Become Subjects of Cooperative Learning Activity |
| | Galina A. Zuckerman, Russian Academy of Education, Russia |
| Chap. 12 |
Construction of Distance, Time and Speed Concepts: A Cultural-Historical Approach |
| | Paulo R. de Oliveira Frota, Federal University of Piaui, Brazil |
| Chap. 13 |
Teacher-Student Interaction, Text Comprehension and Memory: A Semiotic Analysis of Instructional Actions |
| | Manuel L. De la Mata and Andrés Santamaría University of Sevilla, Spain |
| Chap. 14 |
Children's Self-concept as Gendered and Contextual: Socio-Moral Self-Concepts of 12-year-old Finnish Girls and Boys |
| | Airi Hautamäki and Jarkko Hautamäki, University of Helsinki, Finland |
Classroom Interaction and Discourse
|
| Chap. 15 |
The Construction of Contemporary Subjectivity: Interactions between Knowledge and School Environment |
| | Solange Jobim e Souza, Catholic Pontificial University of Rio de Janeiro, Brazil |
| Chap. 16 |
A Relational Approach to Understanding Classroom Practice |
| | Carol Linehan and John McCarthy, University College Cork, Ireland |
| Chap. 17 |
Teachers' Experience of School and Knowledge from Childhood Memories |
| | Maria Tereza de A. Freitas, Federal University of Juiz de Fora, Brazil |
| Chap. 18 |
Teacher's and Researcher's Interactions in Classroom Discourse: Different Ways of Organizing Salient and Problematic Actions |
| | Maria Cécilia Camargo Magalhães, Catholic Pontifical University of São Paulo, Brazil |
