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Educational & Child Psychology Vol 22 No 1 2005: Sociocultural Psychology and Activity Theory: New Paradigms to Inform the Practice of Educational Psychology

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Educational & Child Psychology Vol 22 No 1 2005: Sociocultural Psychology and Activity Theory: New Paradigms to Inform the Practice of Educational Psychology

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Quick Overview

A collection of papers that make significant and original contributions to the field of educational and child psychology. The theme is of this issue is Sociocultural Psychology and Activity Theory: New Paradigms to Inform the Practice of Educational Psychology


 

Details

Contents

About the contributors

Editorial

Vygotsky and educational psychology: Some preliminary remarks
Harry Daniels

Activity theory as a conceptual framework and analytical tool within the practice of educational psychology
Jane Leadbetter

Learning Potential Score as a Predictor of Sensitivity to Cognitive Intervention
Alex Kozulin

A socio-cultural perspective on an inclusive framework for assessment of children with autistic spectrum disorders
Stephen Flynn

Using Activity Theory to Evaluate a Complex Response to Social Exclusion
Anne Edwards & Claire Fox

Challenging behaviour: analysing teacher language in a school-based consultation within the Discursive Action Model.
Lisa O'Brien & Andy Miller

Bringing narrative psychology to school improvement for peace: some implications for the role of the educational psychologists in social conflict
Ron Smith