Appreciating the complexity of teaching and learning in school: A commentary on Cobb; Forman and Ansell; McClain; Saxe; Schliemann; and Sfard

Journal of the Learning Sciences

Volumn 11, Issue 2-3, 2002, Pages 365-368

  Lampert, Magdalene ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036079841     PISSN: 10508406     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15327809jls11,2-3n_10     Document Type: Note

References (3)

1. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum, Associates, Inc.
2. O'Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 63-103). New York: Cambridge University Press.
3. Lampert, M. (2001). Teaching with problems and the problems of teaching. New Haven, CT: Yale University Press.