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Understanding Practice
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  • Cited by 165
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    This (lowercase (translateProductType product.productType)) has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Hodson, Elizabeth A 2017. Prisms of the abstract: Material relations in Icelandic art. Journal of Material Culture, Vol. 22, Issue. 1, p. 72.

    Kyriakides, L. Christoforidou, M. Panayiotou, A. and Creemers, B.P.M. 2017. The impact of a three-year teacher professional development course on quality of teaching: strengths and limitations of the dynamic approach. European Journal of Teacher Education, Vol. 40, Issue. 4, p. 465.

    Fitzgerald, Miranda S. and Palincsar, Annemarie Sullivan 2017. Peer-Mediated Reading and Writing in a Digital, Multimodal Environment. Reading & Writing Quarterly, Vol. 33, Issue. 4, p. 309.

    Regmi, Kapil Dev 2017. Habermas, lifeworld and rationality: towards a comprehensive model of lifelong learning. International Journal of Lifelong Education, p. 1.

    Masia, Viviana 2017. Sociobiological Bases of Information Structure. Vol. 9, Issue. ,

    Fukushima, Masato 2017. The Experimental Zone of Learning: Mapping the Dynamics of Everyday Experiment. Mind, Culture, and Activity, p. 1.

    Thorpe, Vicki 2017. An activity theory analysis of the relationship between student identity and the assessment of group composing at school. British Journal of Music Education, p. 1.

    Wong, Joanna W. Athanases, Steven Z. and Banes, Leslie C. 2017. Developing as an agentive bilingual teacher: self-reflexive and student-learning inquiry as teacher education resources. International Journal of Bilingual Education and Bilingualism, p. 1.

    Dall’Alba, Gloria Sandberg, Jörgen and Sidhu, Ravinder Kaur 2017. Embodying skilful performance: Co-constituting body and world in biotechnology. Educational Philosophy and Theory, p. 1.

    Lloyd, Mary Elizabeth Riley Veal, William and Howell, Malia 2016. The use of teachers’ baseline normative beliefs to guide professional development in teaching mathematics. Professional Development in Education, Vol. 42, Issue. 3, p. 359.

    Zucchermaglio, Cristina and Alby, Francesca 2016. Theorizing about practice: story telling and practical knowledge in cancer diagnoses. Journal of Workplace Learning, Vol. 28, Issue. 4, p. 174.

    Vanassche, Eline and Kelchtermans, Geert 2016. Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development. Professional Development in Education, Vol. 42, Issue. 1, p. 100.

    Hudson, Roxanne F. Davis, Carol A. Blum, Grace Greenway, Rosanne Hackett, Jacob Kidwell, James Liberty, Lisa McCollow, Megan Patish, Yelena Pierce, Jennifer Schulze, Maggie Smith, Maya M. and Peck, Charles A. 2016. A Socio-Cultural Analysis of Practitioner Perspectives on Implementation of Evidence-Based Practice in Special Education. The Journal of Special Education, Vol. 50, Issue. 1, p. 27.

    Gherardi, Silvia 2016. To start practice theorizing anew: The contribution of the concepts of agencement and formativeness. Organization, Vol. 23, Issue. 5, p. 680.

    Wilhelm, Anne Garrison and Andrews-Larson, Christine 2016. Why Don’t Teachers Understand Our Questions? Reconceptualizing Teachers’ “Misinterpretation” of Survey Items. AERA Open, Vol. 2, Issue. 2, p. 233285841664307.

    Martínez Medina, Santiago 2016. Hacer arterias carótidas en el Laboratorio de Anatomía. Práctica y materialidad en una asignatura de Medicina. Revista Colombiana de Sociología, Vol. 39, Issue. 2,

    Mulumba, Mathias Bwanika 2016. Improving student teachers’ knowledge-base in language education through critical reading. Pedagogy, Culture & Society, Vol. 24, Issue. 4, p. 571.

    Tharp, Roland G. and O’Donnell, Clifford R. 2016. Cultural-Historical Activity Theory and Cultural Community Psychology: The Potential for Greater Commonality. Mind, Culture, and Activity, Vol. 23, Issue. 1, p. 5.

    Henley, Jennie 2015. Prisons and Primary Schools: using CHAT to analyse the relationship between developing identity, developing musicianship and transformative processes. British Journal of Music Education, Vol. 32, Issue. 02, p. 123.

    Yamagata-Lynch, Lisa C. Do, Jaewoo Skutnik, Anne L. Thompson, Duren J. Stephens, Adam F. and Tays, Cheryl A. 2015. Design lessons about participatory self-directed online learning in a graduate-level instructional technology course. Open Learning: The Journal of Open, Distance and e-Learning, Vol. 30, Issue. 2, p. 178.

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    Understanding Practice
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Book description

Understanding Practice brings together the many different perspectives that have been applied to examining social context. From Ole Dreier's work on the therapeutic relationship, to Hugh Mehan's work on learning by disabled students, to Charles and Janet Keller's work on blacksmithing, the chapters form a diverse and fascinating look at situated learning. A distinctive feature of the book is the wide range of theoretical and methodological approaches to the problem of understanding cognition in everyday settings.


‘Understanding Practice is an important contribution to the direction of the field. It has a cohesive theme that is timely in the direction of several disciplines, including psychology, anthropology and education.’

Barbara Rogoff

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