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Educational Psychology—Limitations and Possibilities

Educational Psychology—Limitations and Possibilities

Educational Psychology—Limitations and

The Praeger Handbook of Education and Psychology, Volumes 1–4 Edited by Joe L. Kincheloe Raymond A. Horn, Jr. PRAEGER

  • Page 2 and 3: The Praeger Handbook of Education a
  • Page 4 and 5: Contents VOLUME 1 PART I INTRODUCTI
  • Page 6 and 7: Contents vii 26. Jean Piaget 190 Ru
  • Page 8 and 9: Educational Purpose Contents ix 53.
  • Page 10 and 11: Contents xi 79. Making the “Famil
  • Page 12: Contents xiii 102. Postformalism an
  • Page 16 and 17: CHAPTER 1 Introduction: Educational
  • Page 18 and 19: Introduction 5 PSYCHOLOGY/EDUCATION
  • Page 20 and 21: Introduction 7 was to be found in t
  • Page 22 and 23: Introduction 9 teachers, students,
  • Page 24 and 25: Introduction 11 In the practice of
  • Page 26 and 27: Introduction 13 � the necessity o
  • Page 28 and 29: Introduction 15 mechanistic paradig
  • Page 30 and 31: Introduction 17 understandings do n
  • Page 32 and 33: Introduction 19 writes in her chapt
  • Page 34 and 35: Introduction 21 schooling practices
  • Page 36 and 37: Introduction 23 psychologists and t
  • Page 38 and 39: Introduction 25 Maturana and Franci
  • Page 40 and 41: Introduction 27 something contained
  • Page 42 and 43: Introduction 29 others? Understandi
  • Page 44 and 45: Introduction 31 of contexts in whic
  • Page 46 and 47: Introduction 33 egocentric culture
  • Page 48 and 49: Introduction 35 relinquishing their
  • Page 50 and 51: Introduction 37 for the intricacies
  • Page 52 and 53:

    Introduction 39 in The Handbook of

  • Page 54 and 55:

    CHAPTER 2 Educational Psychology Ti

  • Page 56 and 57:

    Educational Psychology Timeline 43

  • Page 58:

    Educational Psychology Timeline 45

  • Page 62 and 63:

    CHAPTER 3 Albert Bandura SABRINA N.

  • Page 64 and 65:

    Albert Bandura 51 and changed her o

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    Albert Bandura 53 may result, and i

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    Albert Bandura 55 vicarious or dire

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    CHAPTER 4 Jerome Bruner THOMAS R. C

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    Jerome Bruner 59 development had be

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    Jerome Bruner 61 Eskimos seal hunti

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    BUTLER’S PASSION Judith Butler 63

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    Judith Butler 65 along with the mac

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    CHAPTER 6 John Dewey DONAL E. MULCA

  • Page 82 and 83:

    John Dewey 69 York City and the Dep

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    John Dewey 71 the passive in the de

  • Page 86 and 87:

    John Dewey 73 dangers in the latter

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    CHAPTER 7 Erik Erikson INTRODUCTION

  • Page 90 and 91:

    Erik Erikson 77 It is important to

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    Table 7.1 Erikson’s Eight Stages

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    CHAPTER 8 Howard Gardner JOE L. KIN

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    Howard Gardner 83 question that thi

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    Howard Gardner 85 quo and an ecolog

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    Howard Gardner 87 Gardner would be

  • Page 102 and 103:

    Carol Gilligan 89 and studying psyc

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    Carol Gilligan 91 (1963). Furthermo

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    Carol Gilligan 93 ———. (2002)

  • Page 108 and 109:

    Emma Goldman 95 to develop a concer

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    Emma Goldman 97 process, the most i

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    Emma Goldman 99 of individuality an

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    Emma Goldman 101 design and create

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    CHAPTER 11 Jurgen Habermas IAN STEI

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    Jurgen Habermas 105 way of understa

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    Jurgen Habermas 107 rationality bas

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    Granville Stanley Hall 109 Getting

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    Granville Stanley Hall 111 women ar

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    CHAPTER 13 Sandra Harding FRANCES H

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    Sandra Harding 115 The achievement

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    Sandra Harding 117 studied, but onl

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    CHAPTER 14 bell hooks DANNY WALSH M

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    ell hooks 121 knowledge is shared i

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    ell hooks 123 Despite such deep-roo

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    William James 125 attending so many

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    William James 127 warns that just b

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    CONCLUSION William James 129 Willia

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    Lawrence Kohlberg 131 and students

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    Lawrence Kohlberg 133 the formation

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    Lawrence Kohlberg 135 From a postmo

  • Page 150 and 151:

    Jacques Lacan 137 instinctive drive

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    Jacques Lacan 139 the language of t

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    Jacques Lacan 141 ideas remind us t

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    CHAPTER 18 Gloria Ladson-Billings R

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    Gloria Ladson-Billings 145 latent m

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    Gloria Ladson-Billings 147 in the l

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    BEHAVIORISM, CONSTRUCTIVISM, AND TH

  • Page 164 and 165:

    Jean Lave 151 with tailors’ appre

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    Jean Lave 153 situated learning eme

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    Alexander R. Luria 155 the play, th

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    Alexander R. Luria 157 self-adminis

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    CHAPTER 21 Herbert Marcuse RICH TAP

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    Herbert Marcuse 161 power to destro

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    Herbert Marcuse 163 behavior of con

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    Herbert Marcuse 165 An Essay on Lib

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    CHAPTER 22 Abraham Harold Maslow RU

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    Abraham Harold Maslow 169 food beco

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    Abraham Harold Maslow 171 independe

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    CHAPTER 23 Maria Montessori KERRY F

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    Maria Montessori 175 “normal” s

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    Maria Montessori 177 year-old child

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    CHAPTER 24 Nel Noddings PATRICIA A.

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    Nel Noddings 181 antiseptic treatme

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    REFERENCES Nel Noddings 183 Halford

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    Ivan Petrovich Pavlov 185 while for

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    Ivan Petrovich Pavlov 187 While muc

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    Ivan Petrovich Pavlov 189 in contex

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    Jean Piaget 191 teaching and learni

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    Jean Piaget 193 as inborn tendencie

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    Jean Piaget 195 The period of forma

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    CHAPTER 27 Carl Rogers ANGELINA VOL

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    Carl Rogers 199 by Rogers to be ess

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    CHAPTER 28 B. F. Skinner KEVIN CLAP

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    B. F. Skinner 203 There are primari

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    B. F. Skinner 205 he was certain th

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    Robert J. Sternberg 207 intelligenc

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    Robert J. Sternberg 209 Herein rest

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    CHAPTER 30 Beverly Daniel Tatum PAM

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    Beverly Daniel Tatum 213 sparked ar

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    Beverly Daniel Tatum 215 in numbers

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    Beverly Daniel Tatum 217 Therefore,

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    Beverly Daniel Tatum 219 explicit s

  • Page 234 and 235:

    Lewis Madison Terman 221 endowed”

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    Lewis Madison Terman 223 hegemonic

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    CHAPTER 32 Edward L. Thorndike RAYM

  • Page 240 and 241:

    Edward L. Thorndike 227 of knowledg

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    Edward L. Thorndike 229 With the ad

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    CHAPTER 33 Rudolph von Laban ADRIEN

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    Rudolph von Laban 233 LABAN’S CON

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    Rudolph von Laban 235 the codified

  • Page 250 and 251:

    Rudolph von Laban 237 argument that

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    Rudolph von Laban 239 This was Laba

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    Lev Vygotsky 241 mother was recover

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    Lev Vygotsky 243 related technologi

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    Lev Vygotsky 245 accordingly to cre

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    Valerie Walkerdine 247 working-clas

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    Valerie Walkerdine 249 hysteria.”

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    REFERENCES Valerie Walkerdine 251 B

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    John Watson 253 behaviorist who bel

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    John Watson 255 science. His missio

  • Page 270 and 271:

    John Watson 257 letters and convers

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    John Watson 259 of its strengths an

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    Constructivism CHAPTER 37 Construct

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    Constructivism and Educational Psyc

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    Constructivism and Educational Psyc

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    Constructivism and Educational Psyc

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    CHAPTER 38 Reconsidering Teacher Pr

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    Table 38.1 Schedule for Cadre for A

  • Page 288 and 289:

    Reconsidering Teacher Professional

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    Table 38.2 (continued) groups to ta

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    Reconsidering Teacher Professional

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    Reconsidering Teacher Professional

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    CHAPTER 39 Constructivist/Engaged L

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    Constructivist/Engaged Learning App

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    Constructivist/Engaged Learning App

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    Constructivist/Engaged Learning App

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    WILL STUDENTS BE SUCCESSFUL? Constr

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    Constructivist/Engaged Learning App

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    Creativity CHAPTER 40 Creative Prob

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    Creative Problem Solving 297 away i

  • Page 312 and 313:

    Creative Problem Solving 299 When w

  • Page 314 and 315:

    Table 40.1 Analogies Chart for How

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    Table 40.2 Attributes—Implication

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    Figure 40.3 Idea Trees for Witches

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    Creative Problem Solving 307 To beg

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    Creative Problem Solving 309 Studen

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    Creativity 311 to creativity? Is cr

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    Creativity 313 Successful creators

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    Creativity 315 instantly; the unedu

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    Creativity 317 Of importance to edu

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    Creativity 319 Ekola Gerberick desc

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    Criticality CHAPTER 42 Reclaiming C

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    Reclaiming Critical Thinking as Ide

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    Reclaiming Critical Thinking as Ide

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    Reclaiming Critical Thinking as Ide

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    Reclaiming Critical Thinking as Ide

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    CHAPTER 43 Ideological Formation an

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    Ideological Formation and Oppositio

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    Ideological Formation and Oppositio

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    Ideological Formation and Oppositio

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    Ideological Formation and Oppositio

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    CHAPTER 44 Literacy for Wellness, O

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    Literacy for Wellness, Oppression,

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    Literacy for Wellness, Oppression,

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    Literacy for Wellness, Oppression,

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    Literacy for Wellness, Oppression,

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    Literacy for Wellness, Oppression,

  • Page 366 and 367:

    NOTE Literacy for Wellness, Oppress

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    Transformative Learning 355 To be c

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    Transformative Learning 357 and kno

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    O’SULLIVAN: A PLANETARY TRANSFORM

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    Transformative Learning 361 to ever

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    Transformative Learning 363 illustr

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    Impact of Apartheid on Educational

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    Impact of Apartheid on Educational

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    Impact of Apartheid on Educational

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    Impact of Apartheid on Educational

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    Impact of Apartheid on Educational

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    Implications of Cultural Psychology

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    Implications of Cultural Psychology

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    Implications of Cultural Psychology

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    Implications of Cultural Psychology

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    Implications of Cultural Psychology

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    CHAPTER 48 The Culture/Learning Con

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    The Culture/Learning Connection 387

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    The Culture/Learning Connection 389

  • Page 404 and 405:

    Part I The Culture/Learning Connect

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    The Culture/Learning Connection 393

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    The Culture/Learning Connection 395

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    The Culture/Learning Connection 397

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    The Culture/Learning Connection 399

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    Endorsing an Angel 401 nor does she

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    Endorsing an Angel 403 legitimacy t

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    Endorsing an Angel 405 her approach

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    Endorsing an Angel 407 Like Goldber

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    Endorsing an Angel 409 6. Quotes fr

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    The Buddha View 411 It is important

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    The Buddha View 413 is little evide

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    The Buddha View 415 relying heavily

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    The Buddha View 417 in the distract

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    Without Using the “S” Word 419

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    Without Using the “S” Word 421

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    Without Using the “S” Word 423

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    Without Using the “S” Word 425

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    Without Using the “S” Word 427

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    Beyond Readiness 429 readiness of t

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    Beyond Readiness 431 (hidden) expec

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    Beyond Readiness 433 instead be sti

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    Beyond Readiness 435 Another metaph

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    Beyond Readiness 437 might characte

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    Educational Purpose CHAPTER 53 Foun

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    Foundations of Reconceptualized Tea

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    Foundations of Reconceptualized Tea

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    Foundations of Reconceptualized Tea

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    Foundations of Reconceptualized Tea

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    CHAPTER 54 The Diverse Purposes of

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    The Diverse Purposes of Teaching an

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    The Diverse Purposes of Teaching an

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    SKEPTICAL POSTMODERNISM Postmodern

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    Postmodern Pedagogy 457 things like

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    Postmodern Pedagogy 459 evaluation,

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    Postmodern Pedagogy 461 away. A dee

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    Enactivism CHAPTER 56 Complexity Sc

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    Complexity Science, Ecology, and En

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    Complexity Science, Ecology, and En

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    Complexity Science, Ecology, and En

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    Complexity Science, Ecology, and En

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    Complexity Science, Ecology, and En

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    Providing a Warrant for Constructiv

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    Providing a Warrant for Constructiv

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    ENACTION Providing a Warrant for Co

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    Providing a Warrant for Constructiv

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    Providing a Warrant for Constructiv

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    Knowledge Work CHAPTER 58 Action Re

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    Action Research and Educational Psy

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    Action Research and Educational Psy

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    Action Research and Educational Psy

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    ETHICAL ISSUES AND PROFESSIONAL RES

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    Action Research and Educational Psy

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    CHAPTER 59 Beyond the “Qualitativ

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    Beyond the “Qualitative/Quantitat

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    Beyond the “Qualitative/Quantitat

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    Beyond the “Qualitative/Quantitat

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    Knowledge in a Reconceptualized Edu

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    Knowledge in a Reconceptualized Edu

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    Knowledge in a Reconceptualized Edu

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    Critical Epistemology 511 from much

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    Critical Epistemology 513 In the sp

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    Critical Epistemology 515 not for p

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    Critical Epistemology 517 in relati

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    Critical Epistemology 519 approach.

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    CHAPTER 62 Dialogism: The Diagotic

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    Dialogism 523 guided participation

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    Dialogism 525 of arguments offered

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    Dialogism 527 Each individual acqui

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    TERMS FOR READERS Dialogism 529 Dia

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    Experiential Learning 531 CONCEPTUA

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    Experiential Learning 533 who allot

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    Experiential Learning 535 systems o

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    Experiential Learning 537 conscious

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    Experiential Learning 539 Critical

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    Workplace Learning 541 recognize th

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    Workplace Learning 543 is the art o

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    Workplace Learning 545 both declara

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    SUGGESTED READING Workplace Learnin

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    FROM SUBJECTIVITY TO INTERSUBJECTIV

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    Dialogic Learning 551 Psychologists

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    Dialogic Learning 553 what must be

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    Dialogic Learning 555 Creation of M

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    Dialogic Learning 557 Maximum learn

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    John Dewey’s Theory of Learning 5

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    John Dewey’s Theory of Learning 5

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    Figure 66.1 A Holistic Interactive

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    CHAPTER 67 Crash or Crash Through 1

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    Crash or Crash Through: Part 1 567

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    COGENERATIVE DIALOGUING Crash or Cr

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    Crash or Crash Through: Part 1 571

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    Crash or Crash Through: Part 1 573

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    CHAPTER 68 Crash or Crash Through:

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    Crash or Crash Through: Part 2 577

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    Crash or Crash Through: Part 2 579

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    Crash or Crash Through: Part 2 581

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    Crash or Crash Through: Part 2 583

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    Counter-memory and Re-memory-ing fo

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    Counter-memory and Re-memory-ing fo

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    Counter-memory and Re-memory-ing fo

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    Counter-memory and Re-memory-ing fo

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    Memory and Educational Psychology 5

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    Memory and Educational Psychology 5

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    Memory and Educational Psychology 5

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    Memory and Educational Psychology 5

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    Mind CHAPTER 71 Where Is the Mind S

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    Where Is the Mind Supposed to Be? 6

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    Where Is the Mind Supposed to Be? 6

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    Where Is the Mind Supposed to Be? 6

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    Where Is the Mind Supposed to Be? 6

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    Where Is the Mind Supposed to Be? 6

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    Neuropolitics 613 This land of infi

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    Neuropolitics 615 who are sheltered

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    Neuropolitics 617 controlling the f

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    Desperately Seeking Psyche I 619 co

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    Desperately Seeking Psyche I 621 Ma

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    Desperately Seeking Psyche I 623 th

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    CHAPTER 74 Desperately Seeking Psyc

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    Desperately Seeking Psyche II 627 e

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    Desperately Seeking Psyche II 629 i

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    Desperately Seeking Psyche II 631 t

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    What Educational Psychology Can Lea

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    What Educational Psychology Can Lea

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    Using Critical Thinking to Understa

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    Using Critical Thinking to Understa

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    Using Critical Thinking to Understa

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    Pedagogies and Politics 643 Before

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    Pedagogies and Politics 645 childre

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    Pedagogies and Politics 647 explora

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    Pedagogies and Politics 649 protect

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    CHAPTER 78 Knowledge or Multiple Kn

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    Knowledge or Multiple Knowings 653

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    Knowledge or Multiple Knowings 655

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    Knowledge or Multiple Knowings 657

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    Knowledge or Multiple Knowings 659

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    Knowledge or Multiple Knowings 661

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    Knowledge or Multiple Knowings 663

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    CHAPTER 79 Making the “Familiar

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    Making the “Familiar” Strange 6

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    II: In/Visibility Blues Making the

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    Making the “Familiar” Strange 6

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    Making the “Familiar” Strange 6

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    Making the “Familiar” Strange 6

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    CHAPTER 80 Gender and Education ELL

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    Gender and Education 679 “keeping

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    Gender and Education 681 in math ar

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    Gender and Education 683 heard. Unf

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    Gender and Education 685 this socia

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    TEAM 687 practice ultimately enabli

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    PARENTAL OBSTACLES TEAM 689 Parenta

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    TEAM OVERVIEW TEAM 691 Parent invol

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    TEAM 693 Providing motivating exper

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    TEAM 695 reality within the school

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    TEAM 697 Projected Activities TEAM

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    TEAM 699 9. Correspondence #2—mai

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    Reaching Out to “Underserved” F

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    CHAPTER 82 Becoming Whole Again thr

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    Becoming Whole Again through Critic

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    Becoming Whole Again through Critic

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    Situated Cognition CHAPTER 83 Situa

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    Situated Cognition and Beyond 711 a

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    Situated Cognition and Beyond 713 s

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    Situated Cognition and Beyond 715 t

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    CHAPTER 84 Situating Situated Cogni

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    Situating Situated Cognition 719 ba

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    Situating Situated Cognition 721 Fi

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    Situating Situated Cognition 723 to

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    Situating Situated Cognition 725 to

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    Situating Situated Cognition 727 pl

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    CHAPTER 85 Stakeholder-Driven Educa

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    Stakeholder-Driven Educational Syst

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    Stakeholder-Driven Educational Syst

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    Stakeholder-Driven Educational Syst

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    Teacher Thinking for Democratic Lea

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    Teacher Thinking for Democratic Lea

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    Teacher Thinking for Democratic Lea

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    Teacher Thinking for Democratic Lea

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    Recognizing Students among Educatio

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    Recognizing Students among Educatio

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    Recognizing Students among Educatio

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    Recognizing Students among Educatio

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    Recognizing Students among Educatio

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    CHAPTER 88 Critical Consciousness a

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    Critical Consciousness and Pedagogy

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    Critical Consciousness and Pedagogy

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    Critical Consciousness and Pedagogy

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    Critical Consciousness and Pedagogy

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    Critical Consciousness and Pedagogy

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    Critical Consciousness and Pedagogy

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    Homeschooling 769 had outlined for

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    Homeschooling 771 multiple perspect

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    Homeschooling 773 as an individuali

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    Homeschooling 775 It was interestin

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    Homeschooling 777 working on phonic

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    Homeschooling 779 development, peda

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    Activity Theory as a Framework 781

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    Peripheral participants Teachers/st

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    Activity Theory as a Framework 787

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    Activity Theory as a Framework 789

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    Activity Theory as a Framework 791

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    Activity Theory as a Framework 793

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    Teacher-Student Communication in Ed

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    Teacher-Student Communication in Ed

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    COMMUNICATION Teacher-Student Commu

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    Teacher-Student Communication in Ed

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    Teacher-Student Communication in Ed

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    Testing/Assessment CHAPTER 92 The R

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    The Rise of Scientific Literacy Tes

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    The Rise of Scientific Literacy Tes

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    The Rise of Scientific Literacy Tes

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    FURTHER READING The Rise of Scienti

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    Psychometric Practice and the Probl

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    Psychometric Practice and the Probl

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    Psychometric Practice and the Probl

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    Precision as Value Psychometric Pra

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    Psychometric Practice and the Probl

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    Curriculum, Instruction, and Assess

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    Curriculum, Instruction, and Assess

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    Curriculum, Instruction, and Assess

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    Curriculum, Instruction, and Assess

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    Curriculum, Instruction, and Assess

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    Curriculum CHAPTER 95 Race in Ameri

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    Race in America 839 To fund Crit an

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    Race in America 841 To introduce th

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    Race in America 843 wealthy and pol

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    Race in America 845 brainstormed ab

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    Epistemology CHAPTER 96 Upside Down

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    The State of the Soul in Educationa

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    The State of the Soul in Educationa

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    The State of the Soul in Educationa

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    CHAPTER 97 Critical Constructivism

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    Critical Constructivism and Postfor

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    Critical Constructivism and Postfor

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    Critical Constructivism and Postfor

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    Critical Constructivism and Postfor

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    Intelligence Is Not a Thing 865 eth

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    Intelligence Is Not a Thing 867 pro

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    Intelligence Is Not a Thing 869 bet

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    Intelligence Is Not a Thing 871 ope

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    UNPACKAGING THE SKINNER BOX Unpacka

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    Unpackaging the Skinner Box 875 as

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    Postformalism and Critical Multicul

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    Postformalism and Critical Multicul

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    Postformalism and Critical Multicul

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    Postformalism and Critical Multicul

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    Postformalism and Critical Ontology

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    Postformalism and Critical Ontology

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    Postformalism and Critical Ontology

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    Postformalism and Critical Ontology

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    Postformalism and Critical Ontology

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    Postformalism and Critical Ontology

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    Postformalism and Critical Ontology

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    Paradigmatic Change CHAPTER 103 Edu

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    Educational Psychology in a New Par

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    Educational Psychology in a New Par

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    Educational Psychology in a New Par

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    CHAPTER 104 Alternative Realities i

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    Alternative Realities in Educationa

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    Alternative Realities in Educationa

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    Alternative Realities in Educationa

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    Alternative Realities in Educationa

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    PICTURE THIS Figure 105.1 Dualisms

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    Educational Psychology on the Move

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    Educational Psychology on the Move

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    Pedagogy CHAPTER 106 Toward a Postf

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    Toward a Postformal Model of Histor

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    Toward a Postformal Model of Histor

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    Toward a Postformal Model of Histor

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    Toward a Postformal Model of Histor

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    Postformalism and a Literacy of Pow

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    Postformalism and a Literacy of Pow

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    Postformalism and a Literacy of Pow

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    Postformalism and a Literacy of Pow

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    Postformalism and a Literacy of Pow

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    Research CHAPTER 108 Research in Ed

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    Research in Educational Psychology

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    Research in Educational Psychology

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    Research in Educational Psychology

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    Research in Educational Psychology

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    Research in Educational Psychology

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    Research in Educational Psychology

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    Research in Educational Psychology

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    Research in Educational Psychology

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    READING AS PRAXIS The Spiritual Nat

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    The Spiritual Nature of Postformal

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    The Spiritual Nature of Postformal

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    The Spiritual Nature of Postformal

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    970 Index Agency (cont.) structure

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    972 Index Brown, Roger, 44 Bruch, H

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    974 Index Cole, Michael, 150, 375,

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    976 Index Critical theory (cont.) p

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    978 Index Dominant culture (cont.)

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    980 Index Educators (cont.) by, 852

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    982 Index Gender-specific teacher t

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    984 Index Indigenous knowledge: cri

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    986 Index Language (cont.) held tog

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    988 Index Meaning: interpretation o

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    990 Index Nervous system: environme

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    992 Index Positivistic methods, 414

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    994 Index Quinton, Anthony, 847 Rac

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    996 Index Semiotics, 40, 787-88 Sen

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    998 Index Standardized testing (con

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    1000 Index Theoretical consciousnes

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    1002 Index World Wide Web, 897 Wund

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    1004 About the Contributors transna

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    1006 About the Contributors ALISON

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    1008 About the Contributors Steinbe

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    1010 About the Contributors CHEE-KI

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    1012 About the Contributors WOLFF-M

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    1014 About the Contributors the aut

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positive psychology online series - Department of Educational ...
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SESP undergraduate viewbook - School of Education & Social ...
SESP undergraduate viewbook - School of Education & Social ...
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Educated Reform: Striving for Higher Quality of Education - OUSA.ca
Educated Reform: Striving for Higher Quality of Education - OUSA.ca
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Educating the Net Generation - Educause
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net.educause.edu
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Educational Project - Symmesdarcy.com
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Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
sde.ct.gov
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The Reggio Emilia Approach to Early Years - Education Scotland
educationscotland.gov.uk
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Community & Continuing Education - Centralia College
Community & Continuing Education - Centralia College
centralia.edu
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Student affairs and services in higher education - unesdoc - Unesco
unesdoc.unesco.org

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