Search

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this article is to present and discuss the contribution of Luis C. Moll to educational psychology with a historicalcultural orientation. From his initial works introducing the applications of the historical-cultural perspective proposed by L. S. Vygotsky and his followers to the education until the elaboration of new concepts linked to it, such as the concepts of funds of knowledge and identity, his work has focused on improving the conditions of possibility of academic success for students from socially disadvantaged groups. The elaboration of these concepts and the applications and research they have generated are receiving increasing international recognition, although his work is not widely known in the faculties of psychology and education in the country where he was born and with which he identifies. This analysis of his work seeks to help close that gap. For this, I used a narrative literature review that includes primary and secondary sources. The analysis allows to conclude that his innovative theoretical proposal is a significant contribution to the deep understanding of teaching, learning and development processes in school contexts, as well as a tool used successfully to advance social justice. [ABSTRACT FROM AUTHOR]

Copyright of Psicoperspectivas is the property of Pontificia Universidad Catolica de Valparaiso, Escuela de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article presents a research on the vernacular literacy practices of two groups of children in third and sixth grade in Mexico City, from a sociocultural perspective and based on the New Literacy Studies. Traditionally, the school has privileged dominant practices of literacy, so that the vernacular ones have been put aside or have stayed in the periphery. In this study, the vernacular practices are recovered and claimed to understand the relationship between school, writing and children's interests. The methodology is based on an ethnographic perspective, by means of a one-year participant observation in both groups. With the contributions of sociolinguistics, we analyze the children's discourse and interactions, as well as their vernacular written texts, through a multimodal approach. Our findings reveal that children perform various literacy vernacular practices within the school, in different domains: religion, relationships, fun, extracurricular activities, family relationships and to apprehend school tasks. Children display knowledge and skills about the functions and uses of writing in the world, which come from their funds of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces de la Educacion is the property of Voces de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Prior research suggests that active teaching and learning strategy, called PBL ("Problem-Based Learning"), has several advantages in contrast to traditional strategies. However, it also has certain limitations as any educational procedure. Specifically, it has been suggested that in many cases the situations or problems are used out of context, being artificial and not very related to the real action in real settings. In order to overcome these restrictions, I propose the "Action Based Learning" (ABA) as a complementary educational resource. Following the theoretical framework of cultural psychology based on Vygotski, it is articulated this teaching and learning methodology and it is illustrated its application. [ABSTRACT FROM AUTHOR]