Books about Vygotskian from Amazon.com

Russian followers of Vygotsky have expanded his ideas into a theory that integrates cognitive, motivational, and social aspects of child development--emphasizing the role of children's activity as mediated by adults in their development. This theory has become the basis for an innovative analysis of periods in child development and of the mechanism of children's transitions from one period to the next. The neo-Vygotskian approach to child development is thus introduced to English-speaking readers in this volume..
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The authors in this collection use Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky's cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. This collection serves as a form of collaborative inquiry that itself will stimulate further consideration of these topics and further learning with Vygotsky about the ways in which individuals and social groups inquire and learn..
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The authorsÕ objective in Tools of the Mind is to enable future teachers to apply the idea of teaching, or arming, young children with the mental tools necessary for learning They view mental tools as a cycle in which ideas are (1) learned from others, (2) modified and changed, and (3) passed back on to others. The book includes examples and activities that profile the Vygotskian approach at work in various schools in the Denver metropolitan area..
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Zebroski's book is a needed bridge uniting Vygotskian theoryand composition studies

- Rhetoric Society Quarterly

We live in a time of theory. But what kind of intellectual work does theory accomplish? What sort of relations might exist between theory and writing practices? What might the teacher and student of writing have to say to the theorist? And, finally, what are the limits of theory? These are some of the questions that Thinking Through Theory explores.

Thinking Through Theory tracks one teacher's encounter with theory for over a decade. It investigates theory arising out of a Russian and eastern European tradition of language study. Relying mostly on the work of Lev Vygotsky, but making use of related theory found in Volosinov, Bakhtin, and Lotman, the author composes his own classroom-based theory of writing in sixteen accessible essays that explore the contexts, texts, subjectivities, and collectivities that writing constructs. He examines the history of a concept as that concept is tested, revised, and refined, and then shows how this process reflects the history of debates in the field and practices in the classroom.

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Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others whose dialogic interaction mediates us to higher levels of functioning. DA offers a framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development.

This book presents the first in-depth analysis of DA’s application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment.

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