Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13955
Title: Review of 'Vygotsky's legacy: a foundation for research and practise', by Margaret E. Gredler and Carolyn Claytor Shields, New York, The Guilford Press, 2008, 242 pp., £24.00 (hardback), ISBN 978-1-59385-491-1
Contributor(s): Boyle, Christopher  (author)
Publication Date: 2012
DOI: 10.1080/01443410.2012.702890
Handle Link: https://hdl.handle.net/1959.11/13955
Field of Research (FoR) 2008: 130312 Special Education and Disability
130305 Educational Counselling
130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390411 Special education and disability
390407 Inclusive education
390404 Educational counselling
390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
Abstract: Lev Vygotsky is, of course, one of the great names of educational psychology, but the authors of this publication assert that the majority of his work is largely missed by the psychology reading population. Both Gredler (Professor of Educational Psychology and Research at the University of South Carolina) and Shields (Associate Professor of Education at Winthrop University) believe that many people are familiar with some aspects of his work, e.g. the Zone of Proximal Development but not a great deal more from his career as a developmental psychologist in Soviet Russia. For instance, Vygotsky work encompassed child and adolescent development and he hypothesised that 'Personality reaches the final stage during adolescence with the development of the capacity for self-reflection' (p. 168). This publication provides a systematic and thorough unveiling of many of Vygotsky's "forgotten" work. There are four parts to the book: • General Principles • Major Cultural Signs • The Cycle of Development • Some Implications of Vygotsky's theory
Publication Type: Review
Source of Publication: Educational Psychology, 32(5), p. 679-680
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1469-5820
0144-3410
HERDC Category Description: D3 Review of Single Work
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Appears in Collections:Review
School of Education

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