Book contents
- Frontmatter
- Contents
- Series Foreword
- Acknowledgments
- Changing Classes
- Introduction
- 1 The Class of 2001: June 9, 1994
- 2 Blue Monday: December 1991–February 1992
- 3 Vehicles of Reform, Drivers of Change: March 1992–June 1993
- 4 America's Birthday: Summer 1993
- 5 The Last First Day? August–November 1993
- 6 Willow Run Is America: The 1940s and 1950s
- 7 Crossing to the New Economy: November 1993–April 1994
- 8 End-of-Year Report Cards: May–June 1994
- 9 Rest and Relaxation? Summer 1994
- 10 Caught in the Middle: August–November 1994
- 11 The Change Game: November 1994–June 1995
- 12 The Future of the Kids Coming Behind Us: June 1995–February 1997
- 13 Quality or Equality? The Standardization of Schooling: March 1997
- 14 Coda–June 1999
- Notes
- Index
Series Foreword
Published online by Cambridge University Press: 06 July 2010
- Frontmatter
- Contents
- Series Foreword
- Acknowledgments
- Changing Classes
- Introduction
- 1 The Class of 2001: June 9, 1994
- 2 Blue Monday: December 1991–February 1992
- 3 Vehicles of Reform, Drivers of Change: March 1992–June 1993
- 4 America's Birthday: Summer 1993
- 5 The Last First Day? August–November 1993
- 6 Willow Run Is America: The 1940s and 1950s
- 7 Crossing to the New Economy: November 1993–April 1994
- 8 End-of-Year Report Cards: May–June 1994
- 9 Rest and Relaxation? Summer 1994
- 10 Caught in the Middle: August–November 1994
- 11 The Change Game: November 1994–June 1995
- 12 The Future of the Kids Coming Behind Us: June 1995–February 1997
- 13 Quality or Equality? The Standardization of Schooling: March 1997
- 14 Coda–June 1999
- Notes
- Index
Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions are being made by anthropology, by cognitive, developmental, and cultural psychology, by computer science, by education, and by social theory. These contributions are providing the basis for new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice that emerges from human activity. The empirical settings of these research inquiries range from the classroom to the workplace, to the high technology office, and to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series was born of the conviction that new and exciting interdisciplinary syntheses are underway as scholars and practitioners from diverse fields seek to develop theory and empirical investigations adequate for characterizing the complex relations of social and mental life, and for understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
- Type
- Chapter
- Information
- Changing ClassesSchool Reform and the New Economy, pp. xi - xiiPublisher: Cambridge University PressPrint publication year: 2000