An approach to designing health care that explores how social factors and social identity determine health and recovery.

Explores the theory and practice of scaffolding.

A comprehensive account of cognitive scaffolding and its significance for understanding mental disorders. In Scaffolded Minds, Somogy Varga offers a novel account of cognitive scaffolding and its significance for understanding mental disorders. The book is part of the growing philosophical engagement with empirically informed philosophy of mind, which studies the interfaces between philosophy and cognitive science. Varga draws on two recent shifts within empirically informed philosophy of mind: the first, toward an intensified study of the embodied mind; and the second, toward a study of the disordered mind that acknowledges the convergence of the explanatory concerns of psychiatry and interdisciplinary inquiries into the mind. Varga sets out to accomplish a dual task: theoretical mapping of cognitive scaffolding; and the application/calibration of fine-grained philosophical distinctions to empirical research. He introduces the notion of actively scaffolded cognition (ASC) and offers a taxonomy that distinguishes between intrasomatic and extrasomatic scaffolding. He then shows that ASC offers a productive framework for considering certain characteristic features of mental disorders, focusing on altered bodily experience and social cognition deficits. With Cognitive Scaffolding, Varga aims to establish that shifting attention from mental symptoms to fine-grained sensorimotor aspects can lead to identifying diagnostic subtypes or even specific sensorimotor markers for early diagnosis.

The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.

"Tourse, Hamilton-Mason, and Wewiorski discuss major concepts that help explicate the systemic nature of institutionalized racism in the U.S. – with a focus on social construction, oppression, scaffolding, and institutional web – providing insight into racist thought and behavior that construct and mark people of color as 'a problem.' [...] I highly recommend this book for those who are engaged in working to combat domination and racism at the local, national, and global levels." -Gary Bailey, DHL, MSW, ACSW, Professor of Practice, Director of Urban Leadership Program, Simmons College School of Social Work This important volume provides a powerful overview of racism in the United States: what it is, how it works, and the social, cultural, and institutional structures that have evolved to keep it in place. It dissects the rise of legalized discrimination against four major racial groups (First Nations, Africans, Mexicans, and Chinese) and its perpetuation as it affects these groups and new immigrants today. The book’s scaffolding framework—which takes in institutions from the government to our educational systems—explains why racism remains in place despite waves of social change. At the same time, authors describe social justice responses being used to erode racism in its most familiar forms, and at its roots. This timely resource: Examines the sociology of discrimination as a constant in daily life. Traces the history of the legalization of racism in the United States. Locates key manifestations of racism in the American psyche. Links racism to other forms of discrimination. Identifies the interlocking components of institutionalized racism. Offers contemporary examples of resistance to racism. A forceful synthesis of history and social theory, Systemic Racism in the United States is vital reading for practitioners and other professionals in fields related to human rights, social policy, and psychology. And as a classroom text, it challenges its readers to deepen their understanding of both historical process and current developments.

The bestselling Scaffolding Language, Scaffolding Learning helped tens of thousands of mainstream elementary teachers ensure that their English language learners became full members of the school community with the language and content skills they needed for success. In the highly anticipated Second Edition, Pauline Gibbons updates her classic text with a multitude of practical ideas for the classroom, supported by the latest research in the field of ELL/ESL. With clear directions and classroom tested strategies for supporting students' academic progress, Gibbons shows how the teaching of language can be integrated seamlessly with the teaching of content, and how academic achievement can be boosted without sacrificing our own vision of education to the dictates of knee-jerk accountability. Rich examples of classroom discourse illustrate exactly how the scaffolding process works, while activities to facilitate conversation and higher-level thinking put the latest research on second language learning into action.

Exploration of a new integrative intellectual enterprise: the cognitive social sciences.

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.

This authoritative, engaging work examines the key role of relationships in child and adolescent development, from the earliest infant-caregiver transactions to peer interactions, friendships, and romantic partnerships. Sections cover foundational developmental science, the self and relationships, social behaviors, contexts for social development, and risk and resilience. Leading experts thoroughly review their respective areas and highlight the most compelling current issues, methods, and research directions. Pedagogical Features: *Structured to follow the sequence of a typical social development course. *Chapters are brief and can be assigned along with primary source readings. *Includes end-of-chapter suggested reading lists. *Coverage is broader and higher-level than other social development texts. *Designed with the needs of students in mind, in terms of writing style, size, and price.

"This book helps you see the big picture of a powerful science curriculum as well as the details of daily instruction. Michael Klentschy and Laurie Thompson frame the goals and standards of science education through lesson design. They show how to scaffold your curriculum with science notebooks and classroom discussion. And they illustrate their ideas with annotated student work, sample lesson plans, and lesson-planning templates. You'll find ways to create opportunities for authentic learning, meet content standards, and help students own important ideas."--BOOK JACKET.