Book contents
- Frontmatter
- Contents
- Series Foreword
- Acknowledgments
- How Students Come to Be, Know, and Do
- Introduction
- 1 The Context Lens
- 2 How Ways of Knowing, Doing, and Being Emerged in the Classroom: Interpersonal Interactions and the Creation of Community, Part I
- 3 How Ways of Knowing, Doing, and Being Emerged in the Classroom: Interpersonal Interactions and the Creation of Community, Part II
- 4 Personal Lens of Analysis: Individual Learning Trajectories
- Conclusion
- References
- Index
- Titles in the series
Titles in the series
Published online by Cambridge University Press: 06 December 2010
Book contents
- Frontmatter
- Contents
- Series Foreword
- Acknowledgments
- How Students Come to Be, Know, and Do
- Introduction
- 1 The Context Lens
- 2 How Ways of Knowing, Doing, and Being Emerged in the Classroom: Interpersonal Interactions and the Creation of Community, Part I
- 3 How Ways of Knowing, Doing, and Being Emerged in the Classroom: Interpersonal Interactions and the Creation of Community, Part II
- 4 Personal Lens of Analysis: Individual Learning Trajectories
- Conclusion
- References
- Index
- Titles in the series
Summary
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- Information
- How Students Come to Be, Know, and DoA Case for a Broad View of Learning, pp. 217 - 218Publisher: Cambridge University PressPrint publication year: 2010