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Making meaning by making connections

Schuh, Kathy L.

Making meaning by making connections

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Making meaning by making connectionsby Kathy L. Schuh.
作者:	Schuh, Kathy L.
出版者:	Dordrecht :Springer Netherlands :2017.
面頁冊數:	xii, 207 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	LearningCross-cultural studies
電子資源:	http://dx.doi.org/10.1007/978-94-024-0993-2
ISBN:	9789402409932$q(electronic bk.)

Making meaning by making connections
Schuh, Kathy L.

Making meaning by making connections[electronic resource] /by Kathy L. Schuh. - Dordrecht :Springer Netherlands :2017. - xii, 207 p. :ill., digital ;24 cm.

Preface -- Acknowledgements -- Chapter 1 - What Do Students Bring to School? -- Chapter 2 - What Do They Link? -- Chapter 3 - How is the Linking Process Prompted? -- Chapter 4 - How are School Content and What the Student Links Related? -- Chapter 5 - What Kinds of School Content and School Contexts Link? -- Chapter 6 - How is the Linking Process Supported or Inhibited in the Classroom? -- Chapter 7 - Of what Value are Student Links? -- Chapter 8 - How is Linking (and thus Learning) like Unlimited Semiosis? -- Appendix: Research Methods -- References -- Index.

This book documents those first links that students make between content they learn in their classrooms and their prior experiences. Through six late-elementary school case studies these knowledge construction links are brought to life. The links of the students are often rich in describing who these individuals are, where they are in their learning process, and what is meaningful to them. Many times, these links point to what has been learned, both in and out of school, and the contexts when and where that learning took place. The mind as rhizome metaphor was used to guide the development and interpretation of the studies while the lens of Peircian semiotics provides an interpretation for these initial links. The resulting grounded theory is presented through a rich and extensive presentation of excerpts from classroom observations, student interviews, and a student writing activity and describes the varying types of student links, how the links were prompted, the relationships between what the students were learning and what they already knew, and specific types of in-school links. The narrative includes how these links were supported or inhibited in the classroom drawing on the roles of the teachers in the classrooms and what constituted authority sources of information in those classrooms. Before exploring the students' linking as a process of ongoing semiosis and how this process is part of a dynamic system, a study of the relationship between student knowledge links and achievement is shared. This rich narrative will be of interest to scholars and practitioners alike, and includes an extensive appendix documenting the research methods.

ISBN: 9789402409932$q(electronic bk.)

Standard No.: 10.1007/978-94-024-0993-2doiSubjects--Topical Terms:

444000
Learning
--Cross-cultural studies

LC Class. No.: LB1060 / .S38 2017

Dewey Class. No.: 370.1523

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505 0 $a Preface -- Acknowledgements -- Chapter 1 - What Do Students Bring to School? -- Chapter 2 - What Do They Link? -- Chapter 3 - How is the Linking Process Prompted? -- Chapter 4 - How are School Content and What the Student Links Related? -- Chapter 5 - What Kinds of School Content and School Contexts Link? -- Chapter 6 - How is the Linking Process Supported or Inhibited in the Classroom? -- Chapter 7 - Of what Value are Student Links? -- Chapter 8 - How is Linking (and thus Learning) like Unlimited Semiosis? -- Appendix: Research Methods -- References -- Index.
520 $a This book documents those first links that students make between content they learn in their classrooms and their prior experiences. Through six late-elementary school case studies these knowledge construction links are brought to life. The links of the students are often rich in describing who these individuals are, where they are in their learning process, and what is meaningful to them. Many times, these links point to what has been learned, both in and out of school, and the contexts when and where that learning took place. The mind as rhizome metaphor was used to guide the development and interpretation of the studies while the lens of Peircian semiotics provides an interpretation for these initial links. The resulting grounded theory is presented through a rich and extensive presentation of excerpts from classroom observations, student interviews, and a student writing activity and describes the varying types of student links, how the links were prompted, the relationships between what the students were learning and what they already knew, and specific types of in-school links. The narrative includes how these links were supported or inhibited in the classroom drawing on the roles of the teachers in the classrooms and what constituted authority sources of information in those classrooms. Before exploring the students' linking as a process of ongoing semiosis and how this process is part of a dynamic system, a study of the relationship between student knowledge links and achievement is shared. This rich narrative will be of interest to scholars and practitioners alike, and includes an extensive appendix documenting the research methods.
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