The DOI matches its Crossref record; 46 of the 46 references it cites were found in a registry or an index.
Developing understanding of the idea of communities of learners
Open accessAbstract
The idea of a community of learners is based on the premise that learning occurs as people participate in shared endeavors with others, with all playing active but often asymmetrical roles in sociocultural activity. This contrasts with models of learning that are based on one‐sided notions of learning— either that it occurs through transmission of knowledge from experts or acquisition of knowledge by novices, with the learner or the others (respectively) in a passive role. In this paper, I develop the distinction between the community of learners and one‐sided approaches from the perspective of a theory of learning as participation, and use two lines of research to illustrate the transitions in perspective necessary to understand the idea of communities of learners. One line of research examines differing models of teaching and learning employed by caregivers and toddlers from Guatemalan Mayan and middle‐class European‐American families; the other line of research involves a study of how middle‐class pare...
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Cites
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Bloch, M., Lave, J., & Wenger, E. (1994) · Man · doi:10.2307/2804509 · Cited by 39,454
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Situated Cognition and the Culture of Learning
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Dewey, J. (1986) · The Educational Forum · doi:10.1080/00131728609335764 · Cited by 13,432
(2015) · Ethics and Education (Routledge Revivals) · doi:10.4324/9781315712383-22 · Cited by 10,891
Apprenticeship in thinking: cognitive development in social context
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Apprenticeship in Thinking: Cognitive Development in Social Context
Rogoff, B. (1990) · doi:10.1093/oso/9780195059731.001.0001 · Cited by 4,709
Self-citationLearning Lessons: Social Organization in the Classroom
Mehan, H. (1979) · doi:10.4159/harvard.9780674420106 · Cited by 2,872
Learning Lessons: Social Organization in the Classroom
Hawkins, D. F., & Mehan, H. (1979) · Educational Evaluation and Policy Analysis · doi:10.2307/1164149 · Cited by 2,125
Child's Talk: Learning to Use Language
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Cited by
Rethinking diversity: Hybridity and hybrid language practices in the third space
Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999) · Mind, Culture, and Activity · doi:10.1080/10749039909524733 · Cited by 1,281
Sociocultural approaches to learning and development: A Vygotskian framework
John-Steiner, V., & Mahn, H. (1996) · Educational Psychologist · doi:10.1080/00461520.1996.9653266 · Cited by 1,255
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation
Roebers, C. M. (2017) · Developmental Review · doi:10.1016/j.dr.2017.04.001 · Cited by 592
What's the use of 'triadic dialogue'?: an investigation of teacher-student interaction
Nassaji, H. (2000) · Applied Linguistics · doi:10.1093/applin/21.3.376 · Cited by 545
Intervening in children's lives: An ecological, family-centered approach to mental health care.
Dishion, T. J., & Stormshak, E. A. (2007) · doi:10.1037/11485-000 · Cited by 476
Metadata
- Authors
- Rogoff, B.
- Venue
- Mind, Culture, and Activity
- Publisher
- Informa UK Limited
- Published
- 1994-09
- Volume
- 1
- Issue
- 4
- Pages
- 209-229
- ISSN
- 1074-9039 (ISSN-L)
- 1532-7884
- OpenAlex
- W1542298116
- Cited by
- 916
- References
- 46
- FWCI
- 13.61
- Type
- journal article
- Language
- en
- Open access
- hybrid
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
