EDUC 268C CHAT AND EDUCATIONAL PRACTICE AND RESEARCH

Fall 2005

Professor: Gordon WellsOffice: Soc. Sci. 1, 233 email: gwells@ucsc.edu

Homepage: http://education.ucsc.edu/faculty/gwellsOffice hours: to be determined, and by appointment.

Course Outline

The purpose of this course is to provide an introduction to the work of Vygotsky and other cultural-historical-activity theorists (CHAT) and to explore its utility as a framework for examining issues of educational practice and research. To this end, we shall proceed on three fronts.

We shall engage in the reading and critical discussion of papers that have been selected with the aim of developing an understanding of CHAT as a theoretical framework within which to explore the relationships between Vygotsky's theory of learning and development and a) classroom practices of learning-and-teaching, b) student and program evaluation, and c) teachers' professional development. In these discussions, particular attention will be given to the use by CHAT theorists of such key terms as 'internalization', 'apprenticeship', 'scaffolding', and 'the zone of proximal development' and an attempt will be made to evaluate their relevance to such current emphases in educational practice as 'constructivism', 'cooperative learning', and 'authentic assessment'.

The course will also focus on the potential utility of CHAT as a tool for addressing issues in the conceptualization and conduct of educational research. Course members will be encouraged to identify an issue of educational practice or research that is of particular interest to them and to plan, conduct and evaluate a small-scale inquiry that applies some of the principles encountered in the theory to the selected issue.

Finally, the conduct of the seminar, as itself an example of learning-and-teaching, will be subjected to critical and reflective discussion in the hope that theory and practice will be related in a dialectic through which both are refined and extended.

Evaluation

Student evaluation will be based on the following assignments:

short written contributions during the course (20%)

an oral presentation on one of the issues considered (20%)

term paper: an inquiry into a selected issue of practice or research (60%).

Course members will be expected to use Knowledge Forum as a form of dialogue journal in order to participate in out-of-class discussion of weekly readings and in response to messages from the Internet sociocultural network (XMCA).

Course members will also be expected to take responsibility (with assistance) for leading part of one session on a topic that is of particular interest to them. Time will also be given to a consideration of research issues raised by individual course members' projects.

Set Texts

Kozulin, A. et al. (Eds) Vygotsky's Educational Theory in Cultural Context, Cambridge University Press, 2003.

Wells, G. (1999) Dialogic Inquiry: Towards a Sociocultural practgice and Theory of Education, Cambridge University Press, 1999.

Other Recommended Texts

The Collected Works of L.S. Vygotsky, Vols. 1-6. Series Editor: R.W. Rieber. Kluwer/Plenum.

Rieber, R.W. et al. (Eds) (2004) The Essential Vygotsky. Kluwer/Plenum

Vygotsky, L.S. (1978) Mind in Society. Harvard University Press.

Vygotsky, L.S. (1986) Thought and Language (tr. A. Kozulin) M.I.T. Press.

Daniels, H. (2001) Vygotsky and Pedagogy, London: Routledge/Farmer.

Engeström, Y et al. (Eds.) (1999) Perspectives on Activity Theory. Cambridge University Press.

Wertsch, J.V. (1985) Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.

Wells, G. and Claxton, G. (Eds.) Learning for Life in the 20th Century: Sociocultural Perspectives on the Future of Education, Oxford: Blackwell.

Proposed Syllabus

Week 1 An introduction to some of the key concepts: the genetic approach; the role of tools; the relationship between intermental and intramental activities; the zone of proximal development.

van der Veer, R. and Valsiner, J. (1991) Lev Vygotsky. In Understanding Vygotsky: A Quest for Synthesis. Cambridge, MA: Blackwell.

Stetsenko, A. (2004) Tool and sign in the development of the child. Introduction to Section VI: Scientific Legacy. In R.W. Rieber & D.K. Robinson (eds.) The Essential Vygotsky. New York: Kluwer/Plenum.

Wertsch, J.V. and Tulviste, P. (1992) L.S. Vygotsky and contemporary developmental psychology. Developmental Psychology, 28 (4).

Additional Reading

Bruner, J.S. (2004) Introduction to Thought and Language (revised) In R.W. Rieber & D.K. Robinson (eds.) The Essential Vygotsky. New York: Kluwer/Plenum.

Minick, N. (1987) The development of Vygotsky’s thought. In The Collected Works of L.S. Vygotsky, Vol.1 (ed. R.W. Reiber & A.S. Carton). New York: Plenum.

Week 2 The social origin of higher mental functions: from intermental to intramental.

Vygotsky, L.S. (1981) The genesis of higher mental functions. In Wertsch, J.V. (Ed.) The Concept of Activity in Soviet Psychology. Armonk, NY: Sharpe.

Wertsch, J.V. (1985) The social origin of higher mental functions. In Wertsch, J.V., Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.

Wertsch, J.V. (1998) Properties of mediated action. In Mind as Action. New York: Oxford University Press.

John-Steiner, V. (1995) Cognitive pluralism: A sociocultural approach. Mind, Culture and Activity, 2: 2-10.

Week 3. Semiotic Mediation: The role of language and other semiotic tools in sociocultural theory.

Wells, G. (1999) The complementary contributions of Halliday and Vygotsky to a “Language-based theory of learning. In Dialogic inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge University Press.

Vygotsky, L.S. (1987) Thought and word. In Thinking and speech. In The Collected Works of L.S. Vygotsky, Vol.1 (ed. R.W. Reiber & A.S. Carton, trans. N. Minick). New York: Plenum.

Hasan, R. (2002) Semiotic mediation and mental development in pluralistic societies: Some implications for tomorrow's schooling. In G. Wells & G. Claxton (Eds.) Learning for Life in the 20th Century, Oxford: Blackwell.

Wells, G. (1999) Text, talk and inquiry: Schooling as semiotic apprenticeship. In Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge University Press.

Additional Reading

Bakhtin, M.M. (1986) Speech genres. In Speech Genres and Other Late Essays. Austin: University of Texas Press.

Week 4. Spontaneous and Scientific Concepts: What is the relationship?

Vygotsky, L.S. (1987) The development of scientific concepts in childhood. In Thinking and speech.. In The Collected Works of L.S. Vygotsky, Vol.1 (ed. R.W. Reiber & A.S. Carton, trans. N. Minick). New York: Plenum.

Wertsch, J.V. (1991) The heterogeneity of voices. In Voices of the Mind. Cambridge, MA: Harvard University Press.

Cole, M. (1990) Cognitive development and formal schooling: The evidence from cross-cultural research. In L.C. Moll (Ed.) Vygotsky and Education. Cambridge: Cambridge University Press.

Wells, G. (1997) Doing, writing, and talking science: "The development of scientific concepts" revisited. Journal of Foreign Psychology (in Russian translation).

Additional Reading

Mind, Culture and Activity, 5 (2). (not included in reader).

Karpov, Y.V. (2003) Vygotsky’s doctrine of scientific concepts: Its role for contemporary education. In Kozulin, A. et al. (Eds) Vygotsky’s Educational Theory in Cultural Context.

Week 5. The Zone of Proximal Development: How should we understand it?

Vygotsky, L.S. (1978) Interaction between learning and development. In Mind in Society. Cambridge, MA: Harvard University Press.

Cole, M. (1985) The zone of proximal development: where culture and cognition create each other. In Wertsch, J.V. (Ed.) Culture, Communication and Cognition. Cambridge: Cambridge University Press.

Wells, G. (1999) The zone of proximal development and its implications for learning and teaching. In Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge University Press.

Chaiklin, S. (2003) The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin et al. (Eds) Vygotsky’s Educational Theory in Cultural Context. Cambridge University Press.

Additional Reading

Tharp, R.G. and Gallimore, R. (1988) A theory of teaching as assisted performance. Chap. 2 in Rousing Minds to Life. Cambridge University Press.

Week 6. The Genetic Approach: Evolution, history, development and the emergent present.

Scribner, S. (1985) Vygotsky's uses of history. In J.V. Wertsch (Ed.) Culture, Communication and Cognition. Cambridge: Cambridge University Press.

Donald, M. (1991) Origins of the Modern Mind. Cambridge MA: Harvard University Press. (My notes and selected quotes)

Tomasello, M. et al. (2004) Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences, Cambridge University Press

Wells, G. (2000). From action to writing: Modes of representing and knowing. In J. W. Astington (Ed.), Minds in the Making. Oxford: Blackwell.

Additional Reading

Wartofsky, M. (1979) Extracts from Models, Representation and Scientific Understanding, Boston: Reidel

Week 7. Activity Theory: An approach to analysis.

Leont'ev, A.N. (1981) The problem of activity in psychology. In Wertsch, J.V. (Ed.) The Concept of Activity in Soviet Psychology. Armonk, NY: Sharpe.

Kaptelinin, V. (2005) The object of activity: Making sense of the sense-maker. Mind, Culture and Activity, 12 (1): 4-18.

Wells, G. (1996) Using the tool-kit of discourse in the activity of learning and teaching. Mind, Culture, and Activity, 3: 74-101. In Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge University Press (1999).

Engeström, Y. (1999) Activity theory and individual and social transformation. In Y. Engeström et al. (Eds.) Perspectives on Activity Theory. Cambridge University Press.

Additional reading

Engeström, Y. (1991) Non scolae sed vitae discimus: Toward overcoming the encapsulation of school learning. Learning and Instruction, 1: 243-259.

Mind, Culture and Activity, 12 (1), 2005. (not included in reader).

Week 8. Communities of Practice: Situated learning and teaching

Lave, J. and Wenger, E. (1991) Chaps. 1 and 2 from Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.

Lave, J (1996) Teaching, as learning, in practice. Mind, Culture, and Activity, 3 (3): 149-164.

Rogoff, B. (1994) Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 1 (4): 209-229.

Daniels, H. (2001). Approaches to sociocultural and activity theory. In Vygotsky and Pedagogy, London: Routledge/Farmer.

Additional Reading

Lave, J. and Wenger, E. (1991) Remainder of Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press (not in reader).

Week 9. Sociocultural theory and contemporary educational research: learning-and-teaching in the classroom.

Gallimore, R. and Tharp, R. (1990) Teaching mind in society: Teaching, schooling and literate discourse. In L.C. Moll (Ed.) Vygotsky and Education. Cambridge: Cambridge University Press.

Mercer, N. (1995) A theory of practice. In The Guided Construction of Knowledge. Clevedon, UK: Multilingual Matters.

Wells, G. (2002) Wells, G. Learning and teaching for understanding: The key role of collaborative knowledge building. In J. Brophy (Ed.) Social constructivist teaching: Affordances and constraints. Advances in Research on Teaching, Vol. 9 (pp. 1-41). London: Elsevier/JAI.

Miettinen, R. (1999) Transcending traditional school learning: Teachers work and networks of learning. . In Y. Engeström et al. (Eds.) Perspectives on Activity Theory. Cambridge University Press.

Additional Reading

Dalton, S.S. and Tharp, R.G. (2002) Standards for pedagogy: Research, theory and practice. In G. Wells & G. Claxton (Eds.) Learning for Life in the 20th Century, Oxford: Blackwell.

Stetsenko, A and Airievitch, I. (2002) Teaching, learning, and development: A post-Vygotskian perspective. In G. Wells & G. Claxton (Eds.) Learning for Life in the 20th Century, Oxford: Blackwell.

Week 10. Student Selected Topics

BIBLIOGRAPHY

Au, K.H. and Kawakami, A.J. (1984) Vygotskian perspectives on discussion processes in small-group reading lessons. In P.L. Peterson, L.C. Wilkinson and M. Hallinan (Eds.) The social context of instruction. New York: Academic Press.

Bakhtin, M.M. (1981) The dialogic imagination. (M. Holquist, Ed.) Austin, TE: University of Texas Press.

Bakhtin, M.M. (1986) Speech genres and other late essays. Austin: University of Texas Press.

Bakhurst, D. (1995) On the social construction of mind: Bruner, Ilyenkov, and the defence of cultural psychology. Mind, Culture, and Activity, 2 (3): 158-171.

Bereiter, C. (1985) Toward a solution of the learning paradox. Review of Educational Research, 55: 201-226.

Bruner, J.S. (1987) Prologue. In The collected works of L.S. Vygotsky, Vol.1. R.W. Rieber & A.S. Carton (Eds.) (trans. N. Minick) New York: Plenum.

Bruner, J.S. (1991) Acts of meaning. Cambridge, MA: Harvard University Press.

Bruner, J.S. (1996) Celebrating divergence: Piaget and Vygotsky. Paper presented at the IIndConference for Sociocultural Research, and The Growing Mind, Geneva, 15 September, 1996. Human Development, 40: 63-73 (1997).

Chang-Wells, G.L. and Wells, G. (1993) Dynamics of discourse: Literacy and the construction of knowledge. In E.A. Forman, N. Minick and C.A. Stone (Eds.) Contexts for Learning: Sociocultural dynamics in children's development. New York: Oxford University Press.

Cobb, P. et al. (1994) Constructivism in mathematics and science education. (An exchange of views on social constructivism by Driver et al., Cobb and Bereiter) Educational Researcher, 23 (7): 4-23.

Cole, M. (1985) The zone of proximal development: where culture and cognition create each other. In J.V. Wertsch (Ed.) Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press.

Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: The Bellknap Press of Harvard University Press.

Cole, M. (1998) Can Cultural Psychology Help Us Think About Diversity. Paper presented at AERA, San Diego, 1998.http://communication.ucsd.edu/LCHC/paper/cole/aera.html

Cole, M. and Wertsch, J.V. (1996) Beyond the Individual-Social Antinomy in Discussions ofPiaget and Vygotsky. Human Development,39: 250-256.http://www.massey.ac.nz/~ALock/virtual/colevyg.htm /(See also http://communication.ucsd.edu/MCA/Mail/xmcamail.9805.dir/0012.html)

Cole, M. and Engestrom, Y. (1993) A cultural-historical approach to distributed cognition. In G. Salomon (Ed.) Distributed cognition: Psychoogical and educational considerations. Cambridge: Cambridge University Press.

Collins, A., Brown, J.S. & Newman, S.E. (1989) Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.) Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum.Diaz, R.M. and Berk, L.E. (Eds.) (in press) Private speech: From social interaction to self-regulation. Hillsdale, NJ: Erlbaum.

Daniels, H. (2001) Vygotsky and pedagogy. London: Routledge/Falmer.

Edelman, G.M. (1992) Bright air, brilliant fire. New York: Basic Books.

Edwards, D. (1990) Classroom discourse and classroom knowledge. In C. Rogers and P. Kutnick (Eds.) Readings in the social psychology of the primary school. London: Croom Helm.

Edwards, D. (1997) Discourse and cognition. London: Sage.

Edwards, D. and Mercer, N. (1987) Common knowledge: the development of understanding in the classroom. London: Routledge.

Edwards, D. and Middleton, D.J. (1986) Conversation and remembering: constructing an account of shared experience through conversational discourse. Discourse Processes, 9: 423-459.

Emerson, C. (1983) The outer world and inner speech: Bakhtin, Vygotsky, and the internalization of language. Critical Inquiry, 10: 245-264.

Engeström, Y. (1987) Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta Konsultit.

Engeström, Y. (1990) Learning, working and imagining: Twelve studies in activity theory. Helsinki: Orienta Konsultit.

Forman, E.A. and Cazden, C.B. (1985) Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In J.V. Wertsch (Ed.) Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press.

Forman, E.A., Minick, N. and Stone, A. (Eds.) (1993) Contexts for learning: Sociocultural dynamics in children's development. New York: Oxford University Press.

Gauvain, M. and Rogoff, B. (1989) Collaborative problem solving and children's planning skills. Developmental Psychology, 25: 139-151.

Goodman, Y.M. and Goodman, K.S. (1990) Vygotsky in a whole language perspective. In L.C. Moll (Ed.) (1990) Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press.

John-Steiner, V (1987) Notebooks of the mind: Explorations in thinking. New York: Harper & Row.

John-Steiner, V. (1995) Cognitive pluralism: a sociocultural approach. Mind, Culture, and Activity, 2: 2-10.

Kirshner, D. and Whitslon, J.A. (Eds.) (1997) Situated cognition: Social, semiotic, and psychological perspectives. Mahwah, NJ: Erlbaum.

Kozulin, A. (1990) L.S. Vygotsky. Brighton, UK: Harvester Press.

Kozulin et al. (Eds) Vygotsky's Educational Theory in Cultural Context, Cambridge University Press, 2003.

Lave, J. (1988) Cognition in practice. Cambridge: Cambridge University Press.

Lave, J. and Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Lawrence, J.A. and Valsiner, J. (1993) Conceptual roots of internalization: From transmission to transformation. Human Development, 36: 150-167 (1993). Also Wertsch’s following Commentary

Leont'ev, A.N. (1978) Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.

Leont'ev, A.N. (1981) Problems of the development of mind. Moscow: Progress Publishers.

Leont'ev, A.N. (1981) The problem of activity in psychology. In J.V. Wertsch (Ed.) The concept of activity in Soviet psychology. Armonk, NY: Sharpe.

Lemke, J.L. (1990) Talking science. Norwood, NJ: Ablex.

Lotman, Y.M. (1988) Text within a text. Soviet Psychology, 26,(3): 32-51.

Lucy, J.A. and Wertsch, J.V. (1987) Vygotsky and Whorf: a comparative analysis. In M. Hickman (Ed.) Social and functional approaches to language and thought. Orlando: Academic Press.

Luria, A.R. (1976) Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard Univrsity Press.

Mercer, N. (1995) The guided construction of knowledge. Clevedon, UK: Multilingual Matters.

Moll, L.C. (Ed.) (1990) Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press.

Minick, N. (1987) The development of Vygotsky's thought: An introduction. In The collected works of L.S. Vygotsky, Vol.1. R.W. Rieber & A.S. Carton (Eds.) (trans. N. Minick) New York: Plenum.

Minick, N. (1989) Mind and activity in Vygotsky's work: An expanded frame of reference. Cultural Dynamics, 2 (2).

Newman, D. (1987) Using social context for science teaching. InM. Gardner, J. Greeno, F. Reif, and A. Schoenfeld (Eds.) Toward a scientific practice of science education. Hillsdale, NJ: Erlbaum.

Newman, D., Griffin, P and Cole, M. (1989) The Construction Zone: Working for Cognitive Change in School. Cambridge: Cambridge University Press.

Palincsar, A.S. (in press) The role of dialogue in scaffolded instruction. Educational Psychologist.

Palincsar, A. S. (1998) Social Constructivist Perspectives on Teaching and Learning.Annual Review of Psychology, 49: 345-75.

Palincsar, A.S. and Brown, A.L. (1984) Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1: 117-175.

Ratner, C. (1991) Vygotsky's sociocultural psychology and its contemporary applications. New York: Plenum.

Resnick, L.B. (1987) Learning in school and out. Educational Researcher, 16 (9): 13-20.

Resnick, L.B. (Ed.) (in press) Cognition and Instruction: Issues and Agendas. Hillsdale, NJ: Erlbaum.

Rogoff, B. (1990) Apprenticeship in Thinking. New York: Oxford University Press.

Rogoff, B. and J. Lave (Eds.) (1984) Everyday cognition: Its development in social context. Cambridge, MA: Harvard Univerity Press.

Rogoff, B. and Wertsch, J.V. (Eds.) (1984) Children's learning in the "zone of proximal development". San Francisco: Jossey Bass.

Rommetveit, R. (1979) On the architecture of intersubjectivity. In R. Rommetveit and R. Blakar (Eds.) Studies of Language, Thought and Communication. London: Academic Press.

Salomon, G. (Ed.) (1993) Distributed cognition: Psychological and educational considerations. Cambridge: Cambridge University Press.

Saxe, G.B. (1992) Studying children's learning in context: Problems and prospects. The Journal of the Learning Sciences, 2 (2): 215-234.

Saxe, G.B. (1994) Studying cognitive development in sociocultural context: the development of a practice-based approach. Mind, Culture, and Activity, 1: 135-157.

Scribner, S. (1985) Vygotsky's uses of history. In J.V. Wertsch (Ed.) Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press.

Scribner, S. and Cole, M. (1981) The psychological consequences of literacy. Cambridge, MA: Harvard University Press.

Smagorinsky, P. (in press) The social construction of data: Methodological problems of investigating learning in the zone of proximal development. Review of Educational Research.

Stone, A. (1993) What's missing in the metaphor of scaffolding? In E.A. Forman, N. Minick, and A. Stone (eds.) Contexts for learning: Sociocultural dynamics in children's development. New York: Oxford University Press.

Tharp, R.G. and Gallimore, R. (1988) Rousing minds to life: Teaching, learning and schooling in social context. New York: Cambridge University Press.

van der Veer, R. and Valsiner, J. (1991) Understanding Vygotsky: A quest for synthesis.Cambridge, MA: Blackwell.

Vygotsky, L.S. (1978) Mind in society. Cambridge, MA: Harvard University Press.

Vygotsky, L.S. (1981) The genesis of higher mental functions. In J.V. Wertsch (Ed.) The concept of activity in Soviet psychology. Armonk, NY: Sharpe.

Vygotsky, L.S. (1987) Thinking and Speech. In The collected works of L.S. Vygotsky, Vol.1. R.W. Rieber & A.S. Carton (Eds.) (trans. N. Minick) New York: Plenum.

Vygotsky, L.S. (1997) The Collected Works of L.S. Vygotsky, Volume 3. R. van der Veer,trans., R. Rieber and J. Wollock (Eds.) New York: Plenum.

Vygotsky, L.S. (1997) The Collected Works of L.S. Vygotsky, Volume 4. Marie Hall, trans.,R. Rieber (Ed.) New York: Plenum.

Wells, G. (1990) Talk about text: Where literacy is learned and taught. Curriculum Inquiry, 20, (4): 369-405.

Wells, G. (1996) Discourse as tool in the activity of learning and teaching. Mind, Culture and Activity, 3 (2): 74-101.

Wells, G. (1999) Dialogic inquiry: Towards a sociocultural practice and theory of education. New York: Cambridge University Press.

Wells, G. (in press) Dialogic inquiry in education: Building on the legacy of Vygotsky. In C.D. Lee and P. Smagorinsky (Eds.) Vygotskian perspectives on literacy research. New York: Cambridge University Press.

Wells, G. and Chang-Wells, G.L. (1992) Constructing knowledge together: Classrooms as centers of inquiry and literacy. Portsmouth, NH: Heinemann Educational Books.

Wertsch, J.V. (1980) The significance of dialogue in Vygotsky's account of social, egocentric and inner speech. Contemporary Educational Psychology, 5: 150-162.

Wertsch, J.V. (Ed.) (1981) The concept of activity in Soviet psychology. Armonk, NY: Sharpe.

Wertsch, J.V. (1985) Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.

Wertsch, J.V. (Ed.) (1985) Culture, communication and cognition: Vygotskian perspectives. Cambridge: Cambridge University Press.

Wertsch, J.V. (1989) A sociocultural approach to mind: Some theoretical considerations. Cultural Dynamics, 2 (2): 140-161.

Wertsch, J.V. (1991) Voices of the mind: a sociocultural approach to mediated action. Cambridge. MA: Harvard University Press.

Wertsch, J.V. (1998) Mind as Action. New York: Oxford University Press.

Wertsch, J.V., del Rio, P. and Alvarez, A. (Eds.) (1995) Sociocultural studies of mind. Cambridge: Cambridge University Press.

Wertsch, J.W., Minick, N. and Arns, F.J. (1984) The creation of context in joint problem-solving. In B. Rogoff and J. Lave (Eds.) Everyday cognition: Its development in social context. Cambridge, MA: Harvard Univerity Press.

Wood, D. (1988) How children think and learn. Oxford: Blackwell.

Wood, D., Bruner, J.S. and Ross, G. (1976) The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17: 89-100.

Journals and Online Resources

Mind, Culture and Activity.Details at: http://communication.ucsd.edu/MCA/Journal/MCA_journal_index.html

Email Discussion: XMCADetails at: http://communication.ucsd.edu/MCA/Mail/index.htmlArchive, arranged by months, at: http://communication.ucsd.edu/MCA/Mail/xmcamail.9805.dir/index.html

DICEP Homepage http://www.oise.utoronto.ca/~ctd/DICEP/

http://www.marxists.org/archive/vygotsky/

http://www.kolar.org/vygotsky/