"EDUCATION Educational Psychology." . . "Herrenkohl, Leslie Rupert." . . "Lehrer Schüler." . . "Apprentissage États-Unis Cas, Études de." . . "Aspect social." . . "Enfants en milieu urbain Enseignement primaire États-Unis Cas, Études de." . . "Enseignement des sciences." . . "Gruppenunterricht." . . . . "Learning / United States / Case studies." . . "Learning United States Case studies." . "Enseignement Travail en équipe États-Unis Cas, Études de." . . . . "Reports - Descriptive"@en . . . . "How students come to be, know, and do a case for a broad view of learning"@en . "How students come to be, know, and do a case for a broad view of learning" . . "Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored. (Contains 9 illustrations and 2 tables.)."@en . . . . . . . . . "Electronic books" . "Electronic books"@en . "How Students Come to Be, Know, and Do a Case for a Broad View of Learning"@en . . . "Elektronisches Buch" . . "Online-Publikation" . "Case studies"@en . "Case studies" . . . . . . "This book builds a theoretical argument for and a methodological approach to studying learning in a holistic way."@en . "\"Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored\"--Résumé de l'éditeur." . "Electronic resource"@en . . "How Students Come to Be, Know, and Do: A Case for a Broad View ofLearning. Learning in Doing: Social, Cognitive and ComputationalPerspectives"@en . . . . . . . "How students come to be, know, and do : a case for a broad view of learning" . "How students come to be, know, and do : a case for a broad view of learning"@en . "Books"@en . . "\"Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored\"--Provided by publisher." . "\"Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored\"--Provided by publisher."@en . . "Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills."@en . . . . . . . . . . . . . . . "How students come to be, know, and do : acase for a broad view of learning" . "How Students Come to Be, Know, and Do"@en . . . "How Students Come to Be, Know, and Do A Case for a Broad View of Learning" . . . . . . . "Relations humaines Étude et enseignement (Primaire) États-Unis Cas, Études de." . . "Group work in education / United States / Case studies." . . "Group work in education United States Case studies." . "Enseignement en milieu urbain." . . "City children / Education (Elementary) / United States / Case studies." . . "City children Education (Elementary) United States Case studies." . "Sciences Étude et enseignement (Primaire) États-Unis Cas, Études de." . . "Lernpsychologie." . . "Interpersonal relations / Study and teaching (Elementary) / United States / Case studies." . . "Interpersonal relations Study and teaching (Elementary) United States Case studies." . "Apprentissage." . . "Education." . . "Unterrichtsgespräch." . . "Science / Study and teaching (Elementary) / United States / Case studies." . . "Science Study and teaching (Elementary) United States Case studies." .