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Synopsis
This book shows how social identification and academic learning are deeply interdependent.
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About the Author
Stanton Wortham is Professor and Associate Dean for Academic Affairs at the University of Pennsylvania Graduate School of Education. He also has appointments in Anthropology, Communications and Folklore. His research applies techniques from linguistic anthropology to study interactional positioning and social identity development in classrooms. He is particularly interested in interrelations between the official curriculum and covert interactional patterns in classroom discourse, and in how the processes of learning and identity development interconnect. Dr. Wortham has written widely on classroom discourse and the linguistic anthropology of education. He has been a Spencer Foundation Dissertation Fellow and a National Academy of Education Postdoctoral Fellow. In 2001 he received the American Educational Research Association Cattell Early Career Award for Programmatic Research.
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Published by
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
Used
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Paperback. Condition: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less. Seller Inventory # G0521608333I3N00
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Published by
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
Used
Paperback
Seller: ThriftBooks-Dallas, Dallas, TX, U.S.A.
Seller rating 5 out of 5 stars
Paperback. Condition: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less. Seller Inventory # G0521608333I4N00
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Published by
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
Used
Paperback
Seller: World of Books (was SecondSale), Montgomery, IL, U.S.A.
Seller rating 5 out of 5 stars
Paperback. Condition: Good. This book describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom. The book traces the identity development of two students, showing how they came habitually to occupy characteristic roles across an academic year. The book also traces two major themes from the curriculum, showing how students came to make increasingly sophisticated arguments about them. The book's distinctive contribution is to show in detail how social identification and academic learning became deeply interdependent. The two students developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them. And students learned about those curricular themes in part because the two students were socially identified in ways that illuminated those themes. Seller Inventory # 00101974195
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Published by
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
Used
Paperback
Seller: World of Books (was SecondSale), Montgomery, IL, U.S.A.
Seller rating 5 out of 5 stars
Paperback. Condition: Very Good. This book describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom. The book traces the identity development of two students, showing how they came habitually to occupy characteristic roles across an academic year. The book also traces two major themes from the curriculum, showing how students came to make increasingly sophisticated arguments about them. The book's distinctive contribution is to show in detail how social identification and academic learning became deeply interdependent. The two students developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them. And students learned about those curricular themes in part because the two students were socially identified in ways that illuminated those themes. Seller Inventory # 00090457821
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Learning Identity : The Joint Emergence of Social Identification and Academic Learning
Published by
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
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Condition: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good. Seller Inventory # GRP89318821
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Published by
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Published by
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
Used
Paperback
Seller: World of Books Inc, Montgomery, IL, U.S.A.
Seller rating 4 out of 5 stars
Paperback. Condition: Good. This book describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom. The book traces the identity development of two students, showing how they came habitually to occupy characteristic roles across an academic year. The book also traces two major themes from the curriculum, showing how students came to make increasingly sophisticated arguments about them. The book's distinctive contribution is to show in detail how social identification and academic learning became deeply interdependent. The two students developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them. And students learned about those curricular themes in part because the two students were socially identified in ways that illuminated those themes. Seller Inventory # CIN0521608333G
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Published by
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
Used
Paperback
Seller: World of Books Inc, Montgomery, IL, U.S.A.
Seller rating 4 out of 5 stars
Paperback. Condition: Very Good. This book describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom. The book traces the identity development of two students, showing how they came habitually to occupy characteristic roles across an academic year. The book also traces two major themes from the curriculum, showing how students came to make increasingly sophisticated arguments about them. The book's distinctive contribution is to show in detail how social identification and academic learning became deeply interdependent. The two students developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them. And students learned about those curricular themes in part because the two students were socially identified in ways that illuminated those themes. Seller Inventory # CIN0521608333VG
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Published by
Cambridge University Press, 2005
ISBN 10: 0521608333
ISBN 13: 9780521608336
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paperback
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Learning Identity: The Joint Emergence of Social Identification and Academic Learning
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Cambridge University Press, 2009
ISBN 10: 0521608333
ISBN 13: 9780521608336
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