This book provides practitioners and scholars with a number of practical tools for studying and implementing democratic learning processes within schools, and theorizes these tools in relation to current developmental learning and democratic theory. Three dimensions of knowledge are framed—foundational, expert, and personal—and the place of each in the construction of democratic classroom understandings is explored. Based on a two-part analysis of the roles students played in a number of pedagogically diverse classroom discussions, three different forms of learning experience are then presented—teacher-led, student-led, and co-led learning. While all three forms of learning experience are seen as valuable to a fully realized democratic pedagogy, each form is shown to possess a distinctive set of affordances and constraints in relation to the many varied challenges involved in fostering children's academic growth and learning.

Product Description: This book looks at the theory and practice of learning and how universities can improve their quality and competence. (view table of contents, read Amazon.com's description)

Product Description: Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not...read more

Product Description: This text examines the implications of reforms for a higher education system on three levels - the state, the institution and the individual. The authors develop the link between policy formation at state level and conditions for learning at individual level, and argue that higher education policy makers need to focus on improving knowledge formation...read more

Product Description: This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions...read more