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ia 2017

 

Prospectives in developmental psychology: a collection

https://journals.sagepub.com/home/IYA

 

(Click here to download this article as a PDF file)

(您可以在此处找到该文章的中文翻译文档)

The present collection compiles all articles included under the section Prospectives, published as free-to-access content in the Journal for the Study of Education and Development, Infancia y Aprendizaje, since 2012.

The former Editors-in-Chief (2012-2017), Dr. Carles Monereo and Dr. Nora Scheuer, introduced this section to the journal’s audience summarizing its goals as follows:

“we intend to promote unpublished works of theoretical reflection written by renowned, internationally relevant authors […], and that present original, contrasting and/or controversial points of view.

The possible themes to feature in this section will comprise, among others:

-the prospective analysis of a thematic area with the goal of anticipating and advancing future developments and lines of research
-identifying and defending forgotten or marginal themes in a given field
-connecting supposedly distant theme areas
-proposals that foster interdisciplinary approaches
-articulated criticism of certain schools of thought
-new or alternative epistemological, methodological or professional approaches
-identifying and analyzing “invisible schools” that are nonetheless influencing current research
-disquisitions on scholarly writing or the meaning of impact in academic publishing
-uncommon or controversial views on usual problems, etc.

In short, works that make us rethink, refresh and renew our fields of research”

C. Monereo & N. Scheuer (2012). Editorial: Toma de perspectiva, para una visión prospectiva (2012–2017). Infancia y Aprendizaje, 131-134. https://journals.sagepub.com/doi/abs/10.1174/021037012800218014

All Prospectives articles (like all Journal for the Study of Education and Development, Infancia y Aprendizaje’s -and all other FIA journals’- articles since 2014) are published bilingually, in English and Spanish. Moreover, since 2022 all Prospectives articles are translated into Chinese and offered as online-only supplementary PDF files. These translations are available on the journal’s official website.

Twelve years after the first Prospectives article was published, we wish to share with our readers this excellent collection of articles by some of developmental science’s more outstanding authors.

We truly believe the goals set by Drs. Monereo and Scheuer* have been generously met, and that these pages indeed have made us rethink, refresh, and renew our research… and will continue to do so for many years to come.

*We wish to express our gratitude to Carles and Nora for their vision and foresight in championing the creation and commissioning the first few years of this section, to our previous Editor, Dr. Bárbara M. Brizuela, and to our current Editor, Dr. Alfredo Bautista, for continuing to add on to this legacy.

 

Nina  y linea IA

Invisibilized victims: the sexual exploitation of children and adolescents in the European context / Víctimas invisibilizadas: la explotación sexual de niños, niñas y adolescentes en el contexto europeo / 被忽视的受害者:欧洲背景下对儿童和青少年的性剥削
Noemí Pereda
https://journals.sagepub.com/doi/full/10.1177/02103702241253397

Learning as an epistemic activity / El aprendizaje como actividad epistémica / 学习作为一种认知活动
Tobias Richter & Simon P. Tiffin-Richards
https://journals.sagepub.com/doi/full/10.1177/02103702231224633

Understanding private supplementary tutoring: metaphors, diversities and agendas for shadow education research / Comprendiendo las clases particulares complementarias: metáforas, variedades y agendas para la investigación sobre educación en la sombra / 影子教育专刊:教学,学习与发展 理解课外补习:影子教育研究的多重比喻、多样特征与未来议题
Mark Bray
https://journals.sagepub.com/doi/full/10.1080/02103702.2023.2194792

Education and dialogical self: state of art / Educación y yo dialógico: estado de la cuestión / 教育与对话自我:研究现状
Carles Monereo & Hubert Hermans
https://journals.sagepub.com/doi/full/10.1080/02103702.2023.2201562

Literacy and emancipation: on the work and thought of Myriam Nemirovsky / Alfabetizar y emancipar: sobre el trabajo y el pensamiento de Myriam Nemirovsky / 读写教育与解放:关于 Myriam Nemirovsky 的工作和思想
Ricardo Nemirovsky & David Menendez-Alvarez-Hevia
https://journals.sagepub.com/doi/full/10.1080/02103702.2023.2172896

Using working memory intervention to improve math performance: ill-conceived, poorly executed, or just not quite there yet? / Intervenciones en memoria de trabajo para mejorar el rendimiento matemático: ¿mal diseñadas, pobremente ejecutadas, o poco desarrolladas? / 通过工作记忆干预提高数学成绩:是构想欠佳、执行不足或只是尚未就绪?
Kerry Lee
https://journals.sagepub.com/doi/full/10.1080/02103702.2022.2146305

Imagining and designing the future of education: a critical review of Allan Collins’ What’s Worth Teaching: Rethinking Curriculum in the Age of Technology / Imaginando y diseñando el futuro de la educación: una revisión crítica del libro de Allan Collins ¿Qué Merece la Pena Enseñar? Repensar el Currículum en la Era de la Tecnología / 未来教育的构想与设计:关于艾伦·柯林斯的《什么是必要的教学:科技时代的课程反 思》批判性评论
Janet Kolodner & Melita Morales
https://journals.sagepub.com/doi/full/10.1080/02103702.2022.2101743

Analysis of children’s everyday language experiences using longform audio: promises and pitfalls / Análisis de las experiencias lingüísticas cotidianas de niños y niñas utilizando audio de formato largo: posibles ventajas y dificultades
Melanie Soderstrom
https://journals.sagepub.com/doi/full/10.1080/02103702.2021.1888474

Representations of violent pasts in memorial museums. Ethical reflection and history education / Las representaciones de pasados violentos en museos memoriales. Reflexión ética y enseñanza de la historia
Ángela Bermúdez & Terrie Epstein
https://journals.sagepub.com/doi/full/10.1080/02103702.2020.1772541

Tracing culture in children’s thinking: a socioecological framework in understanding nature / Rastreando la cultura en el pensamiento infantil: una socioecología para comprender la naturaleza
Andrea S. Taverna, Douglas L. Medin & Sandra R. Waxman
https://journals.sagepub.com/doi/full/10.1080/02103702.2020.1723277

Early algebraic thinking and the US mathematics standards for grades K to 5 / El pensamiento algebraico temprano y los estándares matemáticos en la Educación Primaria (6–12 años) en Estados Unidos
David W. Carraher & Analúcia D. Schliemann
https://journals.sagepub.com/doi/full/10.1080/02103702.2019.1638570

MathemAntics: a model for computer-based mathematics education for young children / MathemAntics: un modelo de enseñanza de matemáticas asistida por ordenador para niños
Herbert P. Ginsburg, Renqiuwen (Eileen) Wu & Julie S. Diamond
https://journals.sagepub.com/doi/full/10.1080/02103702.2019.1589966

Research perspectives in beginning literacy. Methodological and epistemic dichotomies / Prospectivas en investigación sobre alfabetización inicial. Dicotomías metodológicas y epistemológicas
Emilia Ferreiro
https://journals.sagepub.com/doi/full/10.1080/02103702.2018.1550174

Idiosyncratic cases and hopes for general validity: what education research might learn from ecology / Casos idiosincrásicos y expectativas de validez general: lo que la investigación en educación puede aprender de la ecología
David Hammer, Julia Gouvea & Jessica Watkins
https://journals.sagepub.com/doi/full/10.1080/02103702.2018.1504887

From reading comprehension to document literacy: learning to search for, evaluate and integrate information across texts / De la lectura a la alfabetización documental: aprender a buscar, evaluar e integrar información de diversos textos
Jean-François Rouet & Anna Potocki
https://journals.sagepub.com/doi/full/10.1080/02103702.2018.1480313

Excellence and equity in high-performing education systems: policy lessons from Singapore and Hong Kong / Excelencia y equidad en sistemas educativos de alto rendimiento: lecciones de las políticas educativas en Singapur y Hong Kong
Saravanan Gopinathan & Michael H. Lee
https://journals.sagepub.com/doi/full/10.1080/02103702.2018.1434043

Action knowledge and symbolic knowledge. The computer as mediator / Conocimiento basado en la acción y conocimiento simbólico. El equipo informático como mediador
Jeanne Bamberger
https://journals.sagepub.com/doi/full/10.1080/02103702.2017.1401316

Re-thinking the dissertation and doctoral supervision / Reflexiones sobre la tesis doctoral y su supervisión
Anthony Paré
https://journals.sagepub.com/doi/full/10.1080/02103702.2017.1341102

More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico
Brenna Hassinger-Das, Tamara S. Toub, Jennifer M. Zosh, Jessica Michnick, Roberta Golinkoff & Kathy Hirsh-Pasek
https://journals.sagepub.com/doi/full/10.1080/02103702.2017.1292684

The role of vocabulary versus knowledge in children’s language learning: a fifty-year perspective / El papel del vocabulario frente al conocimiento en el aprendizaje lingüístico de los niños: una perspectiva de cincuenta años
Catherine E. Snow
https://journals.sagepub.com/doi/full/10.1080/02103702.2016.1263449

Expansive learning on the move: insights from ongoing research / El aprendizaje expansivo en movimiento: aportaciones de la investigación en curso
Yrjö Engeström & Annalisa Sannino
https://journals.sagepub.com/doi/full/10.1080/02103702.2016.1189119

Communication between teacher and child in early child education: Vygotskian theory and educational practice / La comunicación entre profesor y alumno en la educación infantil: la teoría vygotskiana y la práctica educativa
Nickolay Veraksa, Olga Shiyan, Igor Shiyan, Niklas Pramling & Ingrid Pramling-Samuelsson
https://journals.sagepub.com/doi/full/10.1080/02103702.2015.1133091

Dialogic argumentation as a bridge to argumentative thinking and writing / La argumentación dialógica como puente para el pensamiento y la escritura argumentativa
Deanna Kuhn, Laura Hemberger & Valerie Khait
https://journals.sagepub.com/doi/full/10.1080/02103702.2015.1111608

Give me a place to stand and I will move the world! Life-long learning in the digital age / Dadme un punto de apoyo y moveré el mundo: el aprendizaje permanente en la era digital
Edith K. Ackermann
https://journals.sagepub.com/doi/full/10.1080/02103702.2015.1076265

Studying culture-cognition relations in collective practices of daily life: a research framework / El estudio de las relaciones cultura-cognición en las prácticas colectivas cotidianas: un modelo de investigación
Geoffrey B. Saxe
https://journals.sagepub.com/doi/full/10.1080/02103702.2015.1054669

How research on self-regulated learning can advance computer supported collaborative learning / El papel de la investigación sobre aprendizaje autorregulado en el desarrollo del aprendizaje colaborativo asistido por ordenador
Sanna Järvelä
https://journals.sagepub.com/doi/full/10.1080/02103702.2015.1016747

Peer tutoring: old method, new developments / Tutoría entre iguales: método antiguo, nuevos avances
Keith Topping
https://journals.sagepub.com/doi/full/10.1080/02103702.2014.996407

Academic competencies for the twenty-first century: plus ça change, plus c’est la même chose? / Competencias académicas para el siglo XXI: plus ça change, plus c’est la même chose?
William G. Tierney
https://journals.sagepub.com/doi/full/10.1080/02103702.2014.977109

School as an epistemic apprenticeship: the case of building learning power / La escuela como aprendizaje epistémico: el caso de construyendo el poder para el aprendizaje
Guy Claxton
https://journals.sagepub.com/doi/full/10.1080/02103702.2014.929863

Pathways from infancy to the community of shared minds / El camino desde la primera infancia a la comunidad de mentes compartidas
Katherine Nelson
https://journals.sagepub.com/doi/full/10.1080/02103702.2014.881654

Understanding the lifelong journey of writing development
Charles Bazerman
https://journals.sagepub.com/doi/abs/10.1174/021037013808200320

Doctoral supervision: Not an individual but a collective institutional responsibility
Lynn Mcalpine
https://journals.sagepub.com/doi/abs/10.1174/021037013807533061

Pourquoi la théorie des champs conceptuels?
Gérard Vergnaud
https://journals.sagepub.com/doi/abs/10.1174/021037013806196283

Model based reasoning and the learning of counter-intuitive science concepts
Stella Vosniadou
https://journals.sagepub.com/doi/abs/10.1174/021037013804826519

Self-consciousness and “conscientiousness” in development
Philippe Rochat
https://journals.sagepub.com/doi/abs/10.1174/021037012803495276

The child as anthropologist
Paul L. Harris
https://journals.sagepub.com/doi/abs/10.1174/021037012802238920

Learning without lessons: Opportunities to expand knowledge
Barbara Rogoff
https://journals.sagepub.com/doi/abs/10.1174/021037012800217970

 

 
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