School evolution: Scientist-practitioner educators creating optimal learning learning environments for all students
School evolution: Scientist-practitioner educators creating optimal learning learning environments for all students
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DOI：
10.1177/00222194040370060401
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发表时间：
2004-11-01
影响因子：
3
通讯作者：
Shimada, S
中科院分区：
文献类型：
--
作者：
Berninger, VW;Dunn, A;Shimada, S
论述实践者与科学家实践者之间的异同，涉及到各种问题。科学家兼实践者产生和评估新知识的方法通过两个伙伴关系来说明：(a)华盛顿大学多学科学习障碍中心与学区（洛杉矶联合学区的高危一年级学生）之间的合作；(b)华盛顿大学扫盲之旅项目与当地学校（西雅图公立学校的高危二年级学生）之间的合作。这两种合作关系的参与者大多是英语学习者。这些伙伴关系也说明了维果茨基通过社会互动促进认知发展的方法如何与他的学生卢里亚的方法相结合，卢里亚评估了个体心灵/大脑的神经心理过程。对于表现出生物和文化多样性的学龄儿童，最有效的教学应考虑到个人和社会文化变量。
Similarities and differences between discursive practitioners and scientist-practitioners are discussed in reference to a variety of issues. The scientist-practitioner's approach to generating and evaluating new knowledge is illustrated with two partnerships: (a) between the University of Washington Multidisciplinary Learning Disability Center and a school district (at-risk first graders in the Los Angeles Unified School District) and (b) between the University of Washington Literacy Trek Project and a local school (at-risk second graders in Seattle public schools). Both partnerships involved mostly children who were English language learners. These partnerships also illustrated how Vygotsky's approach to fostering cognitive development through social interaction can be integrated with that of his pupil Luria, who assessed the neuropsychological processes of the individual mind/brain. The most effective instruction for school-age children, who exhibit biological and cultural diversity, takes into account individual and social-cultural variables.