The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Soaring Above the Clouds, Delving the Ocean’s Depths: Understanding the Ecologies of Human Learning and the Challenge for Education Science
Abstract
This article was originally the presidential address for the 2010 annual meeting of the American Educational Research Association. It offers three orienting ideas drawn from across human development, neuroscience, cognition, and cultural psychology, as well as studies of biological systems: (1) the intertwining of culture and biology in human development, (2) adaptation through multiple pathways, and (3) interdependence across levels of context. The author argues that these orienting ideas provide warrants for a dynamic view of human learning and development, rooted in both human biology and culture. Implications for research and practice are discussed.
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“Instead, culturally responsive approaches promote effective information processing by using cultural knowledge as a scaffold to connect existing knowledge to new concepts and content (Hammond, 2016;C. D. Lee, 2010), drawing on both the learner's resident long-term-memory mastery as well as the motivation that comes from using previously developed expertise.”
From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as C. D. Lee, 2010
In the citing paper
“At the same time, culturally responsive approaches support learning by reducing educators' likelihood of overestimating students' prior knowledge or familiarity with context-specific, culturally embedded schemas (Crosnoe & Benner, 2015;C. D. Lee, 2010;Murry et al., 2015).”
From Malleability, plasticity, and individuality: How children learn and develop in context1 (2019) · cites this paper as C. D. Lee, 2010
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Cited by
Sorted by citations
Drivers of human development: How relationships and context shape learning and development 1
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020) · Applied Developmental Science · doi:10.1080/10888691.2017.1398650 · Cited by 484
“ignore or deemphasize the impacts of history, context, and privilege (Lee, 2010; Ryan, 1972).”
BackgroundMalleability, plasticity, and individuality: How children learn and develop in context1
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019) · Applied Developmental Science · doi:10.1080/10888691.2017.1398649 · Cited by 328
“At the same time, culturally responsive approaches support learning by reducing educators’ likelihood of overestimating students’ prior knowledge or familiarity with context-specific, culturally embedded schemas (Crosnoe & Benner, 2015; C. D. Lee, 2010; Murry et al., 2015).”
Background
Metadata
- Authors
- Lee, C. D.
- Corresponding author
- Lee, Carol D.
- Venue
- Educational Researcher
- Published
- 2010-12
- Volume
- 39
- Issue
- 9
- Pages
- 643-655
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2128718352
- Cited by
- 102
- References
- 8
- Citations by year
- 2025: 2 · 2024: 5 · 2023: 3 · 2022: 1 · 2021: 5 · 2020: 11 · 2019: 8 · 2018: 9 · 2017: 11 · 2016: 7 · 2015: 6 · 2014: 11 · 2013: 8 · 2012: 11
- FWCI
- 14.12
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience, Education and Cognitive Function
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- human development, biology and culture, human learning, dynamical systems theory, neuroscience of learning, cognition, cultural psychology, biological systems
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