Microculture: Difference between revisions
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Mottier Lopez, L. (2016). La microculture de classe : un cadre d’analyse et d’interprétation de la régulation située des apprentissages des élèves. In S. Cartier & B. Noël (Ed.), De la métacognition à l’apprentissage autorégulé (pp. 67-78). Bruxelles : De Boeck | Mottier Lopez, L. (2016). La microculture de classe : un cadre d’analyse et d’interprétation de la régulation située des apprentissages des élèves. In S. Cartier & B. Noël (Ed.), De la métacognition à l’apprentissage autorégulé (pp. 67-78). Bruxelles : De Boeck | ||
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Revision as of 18:45, 15 December 2016
Introduction
“The root problem in ecological psychology is conceptualization of the environment. The study of the subject’s behavior in his natural habitat is not the same as the study of natural habitats.” (Gump, 1969:201 cited by Erickson, 1977:67).
“Goodenough has defined culture ideationally as “a system of standards for perceiving, believing, evaluating, and acting” (1971:41). What one has to know in order to act appropriately as a member of a given group includes knowing not only what to do oneself but also how to anticipate the actions of others.” (Erickson, 1977:64).
Classroom culture
Bibliography
Erickson, Frederick (1977). Some Approaches to Inquiry in School-Community Ethnography. Anthropology and Education Quarterly 8(2):58-69.
Erickson, Frederick (1982). Taught Cognitive Learning in Its Immediate Environments: A Neglected Topic in the Anthropology of Education. Anthropology and Education Quarterly 13:149–180.
Goodenough, W. Culture, Language, and Society (Addison-Wesley Module). Reading (Mass.): Addison-Wesley, 197 1.
Mottier Lopez, L. (2016). La microculture de classe : un cadre d’analyse et d’interprétation de la régulation située des apprentissages des élèves. In S. Cartier & B. Noël (Ed.), De la métacognition à l’apprentissage autorégulé (pp. 67-78). Bruxelles : De Boeck