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Katherine Nelson re-centers developmental psychology with a revived emphasis on development and change, rather than foundations and continuity. Nelson argues that a child’s entrance into the community of minds is a gradual process with enormous consequences for child development, and the adults that they become.
This book is based on a study which investigates the developing conceptualisation of twenty-four first, third, and fifth-grade New York Puerto Rican children of their own cultural group. Unique to the study is the notion that children are developing a conceptualisation of a cultural group and that this conceptualisation begins quiet early, within the first decade of life. While the study focuses on one group, it raises the probability that the immigrant children of other cultural groups are also developing a conceptualisation of their group as they reconcile two primary, but different cultures. The study may stimulate similar studies with children of other cultural groups as they immigrate to a new country. The twenty-four children were individually asked to respond to interview questions aimed at eliciting their conceptualisation of "Puerto Ricaness". Given the young age of the children, oral questions were often supported with manipulatives including miniature dolls and photographs representing different cultural groups, marker and paper for drawing. The study focused on nineteen domains and their content which emerge as relevant organisers of children thinking about their cultural group: twelve domains relevant to Puerto Rican people, six domains relevant to the country of Puerto Rico, and one domain relevant to the dual life of Puerto Ricans as they live in the United sates while maintaining physical and/or psychological contact with Puerto Rico. Analysis of the data was organised around patterns in the children's responses related to frequency of reference to each of the nineteen domains (Global Conceptualisation, Differentiated Conceptualisation, Integrated Conceptualisation, and Hierarchically Integrated Conceptualisation), and emerging themselves in the children's conceptualisation.
Learning and teaching complex cultural knowledge calls for meaningful participation in different kinds of symbolic practices, which in turn are supported by a wide range of external representations, as gestures, oral language, graphic representations, writing and many other systems designed to account for properties and relations on some 2- or 3-dimensional objects. Children start their apprenticeship of these symbolic practices very early in life. But being able to understand and use them in fluid and flexible ways poses serious challenges for learners and teachers across educational levels, from kindergarten to university. This book is intended as a step in the path towards a better understanding of the dynamic relations between different symbolic practices and the acquisition of knowledge in various learning domains, settings and levels. Researchers from almost twenty institutions in three different continents present first hand research in this emerging area of study and reflect on the particular ways and processes whereby participation in symbolic practices based on a diversity of external representations promotes learning in specific fields of knowledge. The book will be useful for persons interested in education, as well as cognitive psychologists, linguists and those concerned by the generation, appropriation, transmission and communication of knowledge.
Over the last decade, the close relationship between culture and economy - or "the experience economy" – has risen on the agenda. Although there is an established research field for analysing the economic impact of entrepreneurship, there is currently a limited amount of research that analyses the cultural impact and opportunity of entrepreneurship. Linking experience economy with enterprising behavior moves the term away from businesses' competitiveness and consumer behavior towards a more value-focused business in general. This ground-breaking book integrates entrepreneurship and empowerment into one central theme, drawing on research from both the social sciences (innovation, entrepreneurship, empowerment and activism) and the humanities (participatory culture, user-generated designs, creative networks). Enterprising Initiatives expands the definition of entrepreneurship beyond a primarily economic profit-seeking phenomenon to a broader understanding of enterprising behaviour based on an individual-opportunity nexus. Beyond social entrepreneurship, it explores a broad range of individual, collective and cooperative citizen initiatives under the umbrella of enterprising action. This innovative approach will be of great interest to scholars in entrepreneurship, social entrepreneurship, cultural entrepreneurship, cultural studies, and consumer culture, as well as for policy makers in public and local government, regional development and cultural event management.
The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, and assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around seven themes: historical perspectives on reading comprehension theoretical perspectives changing views of text elements of reading comprehension assessing and teaching reading comprehension cultural impact on reading comprehension where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy.

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