NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ695562
Record Type: Journal
Publication Date: 2004
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-2194
School Evolution: Scientist-Practitioner Educators Creating Optimal Learning Environments for All Students
Berninger, Virginia W.; Dunn, Alnita; Shin-Ju ,Cindy Lin; Shimada, Shirley
Journal of Learning Disabilities, v37 n6 p500-509 Nov-Dec 2004
Similarities and differences between discursive practitioners and scientist-practitioners are discussed in reference to a variety of issues. The scientist-practitioner's approach to generating and evaluating new knowledge is illustrated with two partnerships: (a) between the University of Washington Multidisciplinary Learning Disability Center and a school district (at-risk first graders in the Los Angeles Unified School District) and (b) between the University of Washington Literacy Trek Project and a local school (at-risk second graders in Seattle public schools). Both partnerships involved mostly children who were English language learners. These partnerships also illustrated how Vygotsky's approach to fostering cognitive development through social interaction can be integrated with that of his pupil Luria, who assessed the neuropsychological processes of the individual mind/brain. The most effective instruction for school-age children, who exhibit biological and cultural diversity, takes into account individual and social-cultural variables.
PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free).
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington