Product Description
For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a “progressive” child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky’s social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants eng… More >>
» Read more: Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education
