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LEADER 00000cam  2200661Ii 4500 
001    963726352 
003    OCoLC 
005    20181130031550.1 
006    m     o  d         
007    cr cnu---unuuu 
008    161128t20172017ne a   fob    001 0 eng d 
019    962018348|a974650739|a1066656586 
020    9789402409932|q(electronic bk.) 
020    9402409939|q(electronic bk.) 
020    |z9789402409932 
020    |z9402409912 
020    |z9789402409918 
024 7  10.1007/978-94-024-0993-2|2doi 
035    (OCoLC)963726352|z(OCoLC)962018348|z(OCoLC)974650739
040    IDEBK|beng|erda|epn|cIDEBK|dCOO|dAZU|dOCLCF|dOCLCO|dYDX
049    MAIN 
050  4 LB1060 
072  7 EDU|2ukslc 
072  7 JNC|2bicssc 
072  7 EDU|x042000|2bisacsh 
072  7 EDU|x024000|2bisacsh 
072  7 EDU|x036000|2bisacsh 
082 04 370.1/523|223 
100 1  Schuh, Kathy L.,|0
245 10 Making meaning by making connections /|cKathy L. Schuh. 
264  1 Dordrecht, The Netherlands :|bSpringer,|c[2017] 
264  4 |c2017 
300    1 online resource (xii, 207 pages) :|billustrations (black
       and white) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
340    |gpolychrome|2rdacc|0
347    text file|2rdaft|0
504    Includes bibliographical references (pages 195-203) and 
505 0  Preface -- Acknowledgements -- Chapter 1 -- What Do 
       Students Bring to School? -- Chapter 2 -- What Do They 
       Link? -- Chapter 3 -- How is the Linking Process Prompted?
       -- Chapter 4 -- How are School Content and What the 
       Student Links Related? -- Chapter 5 -- What Kinds of 
       School Content and School Contexts Link? -- Chapter 6 -- 
       How is the Linking Process Supported or Inhibited in the 
       Classroom? -- Chapter 7 -- Of what Value are Student 
       Links? -- Chapter 8 -- How is Linking (and thus Learning) 
       like Unlimited Semiosis? -- Appendix: Research Methods -- 
       References -- Index. 
520    This book documents those first links that students make 
       between content they learn in their classrooms and their 
       prior experiences. Through six late-elementary school case
       studies these knowledge construction links are brought to 
       life. The links of the students are often rich in 
       describing who these individuals are, where they are in 
       their learning process, and what is meaningful to them. 
       Many times, these links point to what has been learned, 
       both in and out of school, and the contexts when and where
       that learning took place. The mind as rhizome metaphor was
       used to guide the development and interpretation of the 
       studies while the lens of Peircian semiotics provides an 
       interpretation for these initial links. The resulting 
       grounded theory is presented through a rich and extensive 
       presentation of excerpts from classroom observations, 
       student interviews, and a student writing activity and 
       describes the varying types of student links, how the 
       links were prompted, the relationships between what the 
       students were learning and what they already knew, and 
       specific types of in-school links. The narrative includes 
       how these links were supported or inhibited in the 
       classroom drawing on the roles of the teachers in the 
       classrooms and what constituted authority sources of 
       information in those classrooms. Before exploring the 
       students' linking as a process of ongoing semiosis and how
       this process is part of a dynamic system, a study of the 
       relationship between student knowledge links and 
       achievement is shared. This rich narrative will be of 
       interest to scholars and practitioners alike, and includes
       an extensive appendix documenting the research methods. 
521    Specialized. 
588 0  Print version record. 
650  0 Learning|0
       sh85075520|vCase studies.|0
650  0 Prior learning|0
       sh2011005586|vCase studies.|0
650 14 Education. 
650 24 Educational Psychology. 
650 24 Learning & Instruction. 
655  4 Electronic books. 
655  7 Case studies.|2fast|0 
655  7 Case studies.|2lcgft|0
776 08 |iPrint version:|aSchuh, Kathy L.|tMaking meaning by 
       making connections.|dDordrecht, The Netherlands : Springer,
990    SpringerLink|bSpringer English/International eBooks 2017 -
       Full Set|c2018-11-30|yMaster record variable field(s) 
       change: 650|5OH1 
990    SpringerLink|bSpringer English/International eBooks 2017 -
       Full Set|c2018-10-31|yNew collection 
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