|Thread title||Replies||Last modified|
|References for the key conceptual features of our study||5||17:06, 25 April 2016|
|Thanks for updating the news section||2||12:29, 29 March 2016|
|Data collection documents||2||07:42, 15 October 2015|
|Welcome||1||06:48, 1 October 2015|
|Hello||0||09:45, 6 August 2015|
At the very interesting NP3 meeting on 20th April a number of theoretical terms and ideas were discussed but I wasn't always clear about the origins. Is there somewhere here I should look? One specific question, I am generally familiar with the work of Barbara Rogoff but don't know yet some of the ideas discussed linked to her work. On our RQs page "Rogoff 2003" doesn't lead anywhere - can that be filled in? Is this the key reference of hers? Many thanks Julia
Hi Julia, I believe the reference is to her 2003 book The Cultural Nature of Human Development. I'm not sure that the full text is available online, but I'll update the link you highlighted so it at least points to an abstract. Hope that helps, Fiona
Hi, yes I am familiar with that excellent book, thank you Fiona. I didn't remember it as including research on classrooms which I seemed to recall was the context of the ideas discussed. But I expect I am wrong and am certainly happy to look back at it, thanks very much!
Hi Julia and Fiona
The references to Rogoff, regarding observation in classrooms last week relate to this chapter in particular: Rogoff, B. (1995) ‘Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship.’ in Wertsch, J.V., DelRio, P., Alverez, A. (ed.s) (1995) ‘Sociocultural studies of Mind, Cambridge: Cambridge University Press.
I think this chapter is probably key to thinking about what is going on in the 'Settings' being observed.
Rogoff develops a framework for considering classroom activity and a means for conceptualising the differing ways in which affordances are presented and taken up. The are
• Participatory appropriation
• Guided Participation
Rogoff also offers three lenses through which such activity might be analysed:
A quick google search will furnish you with a copy of the chapter :-)
Hi Julia. Thanks for adding your news item to the NP3 News Page. I have taken the liberty of correcting the formatting etc so that it displays correctly, and editing the content a little (e.g. adding an image from your keynote). Hope that is OK. I have also added the item to the Community Portal because we keep an archive of all news items there.
Thank you very much, I am really struggling with the formatting. I fiddled about a lot but couldn't get it to display as you have done. Thank you very much for your help.
If somebody central has the time, it would be wonderful if the list of data collection documents was rearranged so that consent forms are next to the information forms they relate to the in the list. Also, it would be ideal if the nomenclature could be made consistent - although I fear I'm an offender here. I have introduced the term "portfolio" instead of "digital log" to a school I am working with, I think I was referring to the "portfolio/folder briefing guide" at the time although that's no defence as that was printed prior to our discussion. I will try to be consistent with the school, or shift terms at the first meeting if that seems the best thing to do.
I have updated the master document list so that the Info and Consent forms come together, then the documents related to Day 1 (including things that need to be completed between visits), then documents related to Day 2, and finally the templates for taking notes, reporting, etc..
I hope that helps.
In terms of terminology - we agreed on the briefing day to refer to what up until then had been the portfolio as a Digital Log. I think all of the terminology has been updated/aligned in all of the current documents - do yell if you spot any inconsistencies.
Hi Julia and welcome to EdFutures.net. It would be great if you could tell us a bit about yourself (relevant to EdFutures.net!) on your user/profile page.