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Building Virtual Communities : Learning and Change in Cyberspace (2002)

Renninger, K. Ann [VerfasserIn] 1952- ; Shumar, Wesley [MitwirkendeR]

Cambridge : Cambridge University Press

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Details

ISBN: 9780511158261

Sprache: Englisch

Seiten: 1 online resource (416 pages)

Serie: Learning in Doing: Social, Cognitive and Computational Perspectives

Paralleltitel: Erscheint auch als Building virtual communities

DDC: 303.4833

RVK:

DP 2600

RVK:

CX 3000

RVK:

DP 1960

Schlagwort(e): Electronic villages (Computer networks) ; Electronic villages (Computer networks) ; Electronic books ; Aufsatzsammlung ; Social Media ; Lernpsychologie ; Social Media ; Kognitive Entwicklung

Kurzfassung: Building Virtual Communities examines how learning and cognitive change are fostered by online communities.

Kurzfassung: Cover -- Half-title -- Series-title -- Title -- Copyright -- Contents -- List of Tables and Figures -- Tables -- Figures -- Contributors -- Series Foreword -- Preface and Acknowledgments -- Acknowledgments -- References -- Foreword -- References -- Introduction -- Community As Symbol and Activity -- Physical and Virtual Communities -- Community As Multilayered Communicative Space -- Acknowledgments -- References -- Part One Types of Community -- 1 The Mystery of the Death of MediaMOO -- What Happened to MediaMOO? -- Methodology -- Defining Success -- Splintering Off of Subgroups: A Victim of Success -- A Historical/Technical Moment -- Changing Population Models -- On Leadership -- Looking Forward -- Acknowledgments -- References -- 2 Female Voices in Virtual Reality -- Gender: A Social Construct with Behavioral Implications -- Study Participants and Methods -- The Learning Environment: Self-Expression and Relationship Building in a Collaborative Instructional Setting -- The MOO: A Place for Self-Expression and Social Exchange -- Collaborative Nature of the Instructional Setting -- Girls' Responses: Increased Technical Interest, Decreased Technical Anxiety, and Evolving Technical Competence -- Increased Technical Interest -- Decreased Technical Anxiety, Increased Technical Confidence -- Increased Technological Competence -- Understanding Girls' Responses -- Expressing Feelings and Perspectives -- Developing Relational Skills, Building New Relationships -- Deriving Enjoyment and Confidence from the Presence of Familiar Others -- Observing a Technically Proficient Female Role Model -- Conclusion -- Acknowledgments -- References -- 3 Community Building with and for Teachers at The Math Forum -- Forum Teachers -- Case Descriptions of Three Teachers -- Sonia Leach -- Bob Nelson -- Alecia Smith -- The Larger Sample of Interviewed Teachers.

Anmerkung: Description based on publisher supplied metadata and other sources

URL: Volltext (lizenzpflichtig)

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De-facing power (2000)

Hayward, Clarissa Rile [Verfasser]

Cambridge : Cambridge University Press

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Details

ISBN: 0511016948 , 0511490259 , 0521780799 , 0521785642 , 9780511016943 , 9780511490255 , 9780521780797 , 9780521785648

Sprache: Englisch

Seiten: 1 Online-Ressource (ix, 214 pages)

Serie: Contemporary political theory

DDC: 303.3

RVK:

DK 1012

Schlagwort(e): Pouvoir (Sciences sociales) / États-Unis / Cas, Études de ; Pédagogie critique / Cas, Études de ; Politique et éducation / Cas, Études de ; SOCIAL SCIENCE / General ; Critical pedagogy ; Education / Political aspects ; Power (Social sciences) ; Machtsverhoudingen ; Scholen ; Sociale netwerken ; Pouvoir (sciences sociales) / États-Unis ; Pédagogie critique ; Politique et éducation / États-Unis ; Schulpädagogik ; Macht ; Soziales Netzwerk ; Erziehung ; Politik ; Power (Social sciences) Case studies ; Critical pedagogy Case studies ; Education Case studies Political aspects ; Soziales Netzwerk ; Macht ; Schulpädagogik ; USA ; USA ; Fallstudiensammlung ; Fallstudiensammlung ; Fallstudiensammlung ; Fallstudiensammlung ; USA ; Schulpädagogik ; Macht ; Soziales Netzwerk

Anmerkung: Includes bibliographical references (pages 199-211) and index , 1 - Introduction -- - 2 - De-facing power -- - 3 - Power and pedagogy -- - 4 - "The environment" and the North End Community School -- - 5 - The "world" of Fair View -- - 6 - Power and freedom , "Clarissa Rile Hayward challenges the prevailing view which treats power as something powerful people have and use. Rather than seeing it as having a "face," she considers power as a complex network of social boundaries - norms, identities, institutions - which define both the field of action and the individual's freedom within it, for the "powerful" and "powerless" alike. Hayward suggests that the critical analysis of power relations should focus on the ways in which these relationships affect people's capacities to help shape the institutions and practices that govern their lives. Using a detailed comparative analysis of the relationships within two ethnically diverse educational settings - one in a low-income, predominantly African-American, urban school, the other in an affluent, predominantly white, suburban school - this book develops a compelling account of the concept of power in terms of networks of practices and relations."--Jacket

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URL: https://doi.org/10.1017/CBO9780511490255

URL: Volltext (lizenzpflichtig)

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