Conversation with Roy Pea
Conversation with Roy Pea Howard Becker how to start, finish writing for social scientists
The natural history of an interviwe Birdwhistle kinesis Adam Kendon visible action as utterance Conducting interaction
Opportunities to put compentencies to work, interactional dramas where they have been blocked, opportunities have been taken.
pair interviews
technobiographies. A focus in what happensin the boundary-crossing from middle school to high school.
Thinkist / Typist
The beginning of a story: computers in the classroom.
Mirrors of minds ch. 1
ch. 13
The maternal voice in the technological universe (Margaret honey)
Technoboundaries, boundary transitions // crossings.
Places
Keith Basso wisdom sits in places. Sapna Cheryan // Find her!
disciplinary identity // hyland —> Text and Code
intellective identity; Jim Greeno
Greeno, J. (2001). Students with competencies, authority and accountability: Affording intellective identity in classrooms. Unpublished paper, College Board, Division of Academic Affairs, New York.
Randy Engle (uses positioning) Ron Harre positioning theory —> watch his lecture! Varieties of positioning
Harré, R., & Langenhove, L. V. (1991). Varieties of positioning. Journal for the theory of social behaviour, 21(4), 393-407.
Colwyn Traverthyn; baby intersubjectivitiy
Synbolic interactionism: George Herbert Meade (Wiki!)
Harold garfinkel
ANT, Sasha barab Arizona State
Harre’ the discursive production of selves
Wortham interactional positioning and narrative self-position
Geertz experience-near; experience-distant
IN EMAIL ——— Hawkins, J. and Sheingold, K. The beginning of a story: Computers and the organization of learning in classrooms. In Microcomputers in Education. University of Chicago Press, Chicago, 1986.
Mirrors of Minds - Pea & Sheingold
hi chris,
looks germane to your interests and theoretical constructs of focal concern.,
This article aims to appraise insights from participationist approaches to learning for understanding students’ knowledge acquisition. The first part explicates the concepts of positioning, recognition, and identity through presenting a common ground for participationists and discussing different views on (a) the relationship between learning the content domain and positioning, recognition, and identity negotiation; (b) dynamicity of situativity; (c) relation of moment-to-moment situativity to long-term interaction patterns; (d) awareness of positioning, recognition, and identity. This allows an appraisal in the article’s second part of a claim inherent to participationist views: It is necessary to adopt a system’s view on learning opportunities presented to students in class because of the way positioning, recognition, and identity negotiation influence students’ engagement with curricular content. A fifth issue emerges concerning the nature of this influence. Theoretical considerations and empirical evidence combine to support the conclusion that the claim holds some, not all, of the time.
- roy