Richard S Prawat
Biographic Data
| ID | 641332 |
|---|---|
| NAME | Richard S Prawat |
| GIVEN NAMES | Richard S |
| FAMILY NAME | Prawat |
| SIGNATURE | PRAWAT R S |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 110 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1972 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 5 |
Full Weight of Evidence as Opposed to Selective Emphasis: A Response to the Critique by Gredler and Shields
L'auteur utilise un droit de reponse pour venir defendre son etude qui portait sur la rencontre entre Dewey et Vygotsky, en mettant en cause la methodologie employee par ses detracteurs, leur interpretation des faits ainsi que la retranscription des citations utilisees
Dewey and Vygotsky Viewed Through the Rearview Mirror—and Dimly at That
In an article comparing John Dewey and Lev Vygotsky, Glassman (2001, pp. 3–14) emphasized the profound differences that he believes separate the two great theorists, a view that is challenged in this response. The author argues that the intellectual agendas pursued by the two scholars grew and changed in very similar ways in the course of each individual’s work. Also refuted in this response are stereotypic ideas about Dewey and Vygotsky such as …
Responding to the Reviews: What's an Author to Do
Responding to the Reviews: What’s an Author to Do
This paper is a follow up to a series of papers that appeared in the Spring 1999 issue of this journal (Prawat, 1999b; Cherryholmes, 1999; Gee, 1999; Apple, 1999; Russell, 1999; Perkarsky, 1999; Noddings, 1999; Cunningham, 1999). As the editors carefully explained, the series of papers represent an attempt to provide an insider's look at journal publication. This involved publishing a manuscript is: that is, as first submitted, minus the rewritin…
Dewey Meets the “Mozart of Psychology” in Moscow: The Untold Story
Based on new evidence, I explore the likelihood that Vygotsky, who Toulmin refers to as the “Mozart of Psychology,” met and exchanged views with John Dewey, the great American philosopher, during the latter's landmark trip to Russia in the summer of 1928. I also discuss a second kind of meeting that occurred around this time, a meeting of the minds between these two great scholars, unmistakably evident in Dewey's writings from 1925 on and in Vygo…
Dewey Meets the "Mozart of Psychology" in Moscow: The Untold Story
Based on new evidence, I explore the likelihood that Vygotsky, who Toulmin refers to as the “Mozart of Psychology,” met and exchanged views with John Dewey, the great American philosopher, during the latter's landmark trip to Russia in the summer of 1928. I also discuss a second kind of meeting that occurred around this time, a meeting of the minds between these two great scholars, unmistakably evident in Dewey's writings from 1925 on and in Vygo…
Social constructivism and the process‐content distinction as viewed by Vygotsky and the pragmatists
In a recent article in this journal, Stetsenko and Arievitch compared and contrasted 3 versions of social constructivism, all of which successfully deal with one vexing epistemological problem, the separation of mind and world. However, solutions offered by the first 2 approaches are problematic, according to the authors, because of the way they treat the subject‐object issue. On this score, Gal'perin's (1989) brand of post‐Vygotskianism is prefe…
Dewey, Peirce, and the Learning Paradox
This article deals with a problem that has vexed educators and learning theorists for years—the so-called learning paradox. Attempts to explain how it is that new and better knowledge is fashioned out of prior, less complex knowledge typically rely on processes of deduction or induction or, as a third alternative, equate the generation of new knowledge with the development of new moves in the language game. A fourth promising solution to the lear…
School Didactics and Learning . Michael Uljens
Current Self-Regulation Views of Learning and Motivation Viewed Through a Deweyan Lens: The Problems with Dualism
Self-regulation has emerged as a key construct in learning and motivational theory. From a Deweyan perspective, however, the focus on self-regulation is problematic because it legitimates dualist distinctions within and between the domains of learning and motivation. For example, dualism is evidenced within the learning domain by the distinction between strategy and content; it is evidenced within the motivational domain by the distinction betwee…
Problematizing Dewey's Views of Problem Solving: A Reply to Hiebert et al
Philosophy of Science and Cognitive Models of Learning
Ideas and Their Objects: A Reply to Garrison
Total Quality Management meets whole language reform: A site for investigating administrators’ learning
A suitable correlation can be made to represent the simulated distillation of heavy oils starting from thennoaravimetric measurements. This method is applicable to hydrocarbons having an initial boiling point equal or greater than 200°C. The simulated thermogravimetric distillation fit was obtained from experiments with the standard compounds obtained from ASTM D-2887-83 (Boiling range distribution of petroleum fractions by gas chromatography). T…
Exploring policy and practice relations: A teaching and learning perspective
In this paper we examine relations between education policy and local practice. Situating our work within the literature on the local implementation of education policy, we develop a pedagogical perspective for understanding relations between policy and local practice. We argue that policy‐makers’ attempts to enact policy can be viewed as a form of teaching and that local educators can be seen as learners from policy. This pedagogical perspective…
Misreading Dewey: Reform, Projects, and the Language Game
Two serious misunderstandings of Dewey's pedagogical and philosophical views are discussed. The first, the erroneous assumption that Dewey favored an activity-oriented, child-centered approach to learning, relates to how Dewey thought about the role of experience in knowledge acquisition. The second misunderstanding relates to Dewey's stance on language. Viewing Dewey as an early supporter of the postmodernist linguistic turn in philosophy herald…
The role of the teacher in reforming curriculum: Adaptation or reformulation
The Value of Ideas: Problems Versus Possibilities in Learning
The advantages of involving students in authentic problem-solving activity is one thing about which all contemporary learning theorists agree. Such an approach fits well with the strategy-based performance model advanced by information processors, the impasse or perturbation learning model advanced by cognitive constructivists, and the socially mediated apprenticeship model advanced by the cultural anthropologists. Despite its pedagogical popular…
Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective
Teachers are viewed as important agents of change in the reform effort currently under way in education and thus are expected to play a key role in changing schools and classrooms. Paradoxically, however, teachers are also viewed as major obstacles to change because of their adherence to outmoded forms of instruction that emphasize factual and procedural knowledge at the expense of deeper levels of understanding. New constructivist approaches to …
Social Education Professors and Elementary Teachers: Two Purviews on Elementary Social Studies
The Value of Ideas: The Immersion Approach to the Development of Thinking
In this paper I examine three approaches to fostering higher level thinking in students: the stand-alone approach, in which thinking skills are taught separately from subject matter content; the embedding approach, in which these skills are explicitly taught in the context of subject matter content; and the immersion approach. Advocates of this third approach argue that it is counter-productive to devote too much attention to the explicit teachin…
Conversations With Self and Settings: A Framework for Thinking About Teacher Empowerment
A framework for thinking about teacher empowerment is presented. Two important dimensions are used as a basis for highlighting some important similarities and differences emerging in the literature on empowerment. The first relates to the context in which the process occurs; some educators highlight the importance of the personal context (i.e., conversations with self), while others assume more of an outward perspective in their thinking about em…
Stability of educational goal orientations held by teachers
Teaching for understanding: Three key attributes
Affective Versus Cognitive Goal Orientations in Elementary Teachers
Teachers’ goal orientations were assessed by means of tape-recorded, 3-hour interviews. Content analysis of interview transcription replicated earlier findings indicating that elementary teachers place an inordinately high priority on affective concerns. A cluster analysis revealed three distinct goal orientations on the part of teachers. The largest group was identified as those expressing a predominantly affective orientation. A second group wa…
Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective
Teachers are viewed as important agents of change in the reform effort currently under way in education and thus are expected to play a key role in changing schools and classrooms. Paradoxically, however, teachers are also viewed as major obstacles to change because of their adherence to outmoded forms of instruction that emphasize factual and procedural knowledge at the expense of deeper levels of understanding. New constructivist approaches to …
Misreading Dewey: Reform, Projects, and the Language Game
Two serious misunderstandings of Dewey's pedagogical and philosophical views are discussed. The first, the erroneous assumption that Dewey favored an activity-oriented, child-centered approach to learning, relates to how Dewey thought about the role of experience in knowledge acquisition. The second misunderstanding relates to Dewey's stance on language. Viewing Dewey as an early supporter of the postmodernist linguistic turn in philosophy herald…
Teaching for understanding: Three key attributes
The Value of Ideas: The Immersion Approach to the Development of Thinking
In this paper I examine three approaches to fostering higher level thinking in students: the stand-alone approach, in which thinking skills are taught separately from subject matter content; the embedding approach, in which these skills are explicitly taught in the context of subject matter content; and the immersion approach. Advocates of this third approach argue that it is counter-productive to devote too much attention to the explicit teachin…
The Value of Ideas: Problems Versus Possibilities in Learning
The advantages of involving students in authentic problem-solving activity is one thing about which all contemporary learning theorists agree. Such an approach fits well with the strategy-based performance model advanced by information processors, the impasse or perturbation learning model advanced by cognitive constructivists, and the socially mediated apprenticeship model advanced by the cultural anthropologists. Despite its pedagogical popular…
Dewey, Peirce, and the Learning Paradox
This article deals with a problem that has vexed educators and learning theorists for years—the so-called learning paradox. Attempts to explain how it is that new and better knowledge is fashioned out of prior, less complex knowledge typically rely on processes of deduction or induction or, as a third alternative, equate the generation of new knowledge with the development of new moves in the language game. A fourth promising solution to the lear…
Current Self-Regulation Views of Learning and Motivation Viewed Through a Deweyan Lens: The Problems with Dualism
Self-regulation has emerged as a key construct in learning and motivational theory. From a Deweyan perspective, however, the focus on self-regulation is problematic because it legitimates dualist distinctions within and between the domains of learning and motivation. For example, dualism is evidenced within the learning domain by the distinction between strategy and content; it is evidenced within the motivational domain by the distinction betwee…
Exploring policy and practice relations: A teaching and learning perspective
In this paper we examine relations between education policy and local practice. Situating our work within the literature on the local implementation of education policy, we develop a pedagogical perspective for understanding relations between policy and local practice. We argue that policy‐makers’ attempts to enact policy can be viewed as a form of teaching and that local educators can be seen as learners from policy. This pedagogical perspective…
Constructive memory in conserving and nonconserving first graders
Dewey and Vygotsky Viewed Through the Rearview Mirror—and Dimly at That
In an article comparing John Dewey and Lev Vygotsky, Glassman (2001, pp. 3–14) emphasized the profound differences that he believes separate the two great theorists, a view that is challenged in this response. The author argues that the intellectual agendas pursued by the two scholars grew and changed in very similar ways in the course of each individual’s work. Also refuted in this response are stereotypic ideas about Dewey and Vygotsky such as …
Dewey Meets the “Mozart of Psychology” in Moscow: The Untold Story
Based on new evidence, I explore the likelihood that Vygotsky, who Toulmin refers to as the “Mozart of Psychology,” met and exchanged views with John Dewey, the great American philosopher, during the latter's landmark trip to Russia in the summer of 1928. I also discuss a second kind of meeting that occurred around this time, a meeting of the minds between these two great scholars, unmistakably evident in Dewey's writings from 1925 on and in Vygo…
Problematizing Dewey's Views of Problem Solving: A Reply to Hiebert et al
Conversations With Self and Settings: A Framework for Thinking About Teacher Empowerment
A framework for thinking about teacher empowerment is presented. Two important dimensions are used as a basis for highlighting some important similarities and differences emerging in the literature on empowerment. The first relates to the context in which the process occurs; some educators highlight the importance of the personal context (i.e., conversations with self), while others assume more of an outward perspective in their thinking about em…
Affective Versus Cognitive Goal Orientations in Elementary Teachers
Teachers’ goal orientations were assessed by means of tape-recorded, 3-hour interviews. Content analysis of interview transcription replicated earlier findings indicating that elementary teachers place an inordinately high priority on affective concerns. A cluster analysis revealed three distinct goal orientations on the part of teachers. The largest group was identified as those expressing a predominantly affective orientation. A second group wa…
Semantic retrieval in young children as a function of type of meaning
Stability of educational goal orientations held by teachers
An Attributional Analysis of Teachers’ Affective Reactions to Student Success and Failure
This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that t…
Teacher Perceptions of Student Affect
A content analysis was performed on a sample of written descriptions of classroom events provided by 84 elementary school teachers in which they focused on the affective or noncognitive behavior of students. The analysis indicated that (a) students’ interpersonal adjustment is of greater concern to teachers than their intrapersonal adjustment; (b) the individual is not necessarily the preferred unit in teachers’ descriptions of student affect; (c…
Mental Imagery in the Child
Convergent and Divergent Thinking in Black and White Children of High and Low Socioeconomic Status
Two tests of divergent thinking ability, and three tests of convergent thinking ability were administered to 354 eighth graders, categorized as to race (black vs white) and socioeconomic status (high vs low). Consistent with previous studies, and with Rohwer's (1971) theory, neither ethnic nor social-class differences were obtained for the divergent thinking tests; both ethnicity and social class constituted significant sources of variance for th…
Constructive memory in conserving and nonconserving first graders
Constructive Memory of Normal and Learning Disabled Children
tableu-thus making constructive memory errors. This task was used to examine the sentence-comprehension process of learning disabled children. Ten children, randomly selected, ac kindergarten, second, and fourth grades were the normal subjects. Ten learning disabled children from each of these grade levels, who attended a special program at a child guidance clinic three mornings a week, were the comparison group. Five three-sentence stories were …
Semantic retrieval in young children as a function of type of meaning
Teacher Perceptions of Student Affect
A content analysis was performed on a sample of written descriptions of classroom events provided by 84 elementary school teachers in which they focused on the affective or noncognitive behavior of students. The analysis indicated that (a) students’ interpersonal adjustment is of greater concern to teachers than their intrapersonal adjustment; (b) the individual is not necessarily the preferred unit in teachers’ descriptions of student affect; (c…
Validation of a Classroom Climate Inventory for Use at the Early Elementary Level
A classroom climate measure that can be used at the early elementary school level was validated on a sample of 129 children in five primary classes. This measure consists of five scales assessing aspects of the classroom social climate such as Satisfaction and Cohesiveness. Item analysis was used to identify items, the removal of which would improve internal consistency and discriminant validity of the five scales. Scales modified in this way wer…
An Attributional Analysis of Teachers’ Affective Reactions to Student Success and Failure
This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that t…
An Attributional Analysis of Teachers' Affective Reactions to Student Success and Failure
This study builds on previously established attribution-affect linkages in an effort to better understand teachers’ evaluative reactions to student success and failure. In the scenarios presented to teachers, students who differed in ability and in the amount of effort they expended were described as doing well or poorly on important tests. An additional manipulation related to the consistency of effort expended by students. It was thought that t…
Affective Versus Cognitive Goal Orientations in Elementary Teachers
Teachers’ goal orientations were assessed by means of tape-recorded, 3-hour interviews. Content analysis of interview transcription replicated earlier findings indicating that elementary teachers place an inordinately high priority on affective concerns. A cluster analysis revealed three distinct goal orientations on the part of teachers. The largest group was identified as those expressing a predominantly affective orientation. A second group wa…
Teaching for understanding: Three key attributes
Stability of educational goal orientations held by teachers
Social Education Professors and Elementary Teachers: Two Purviews on Elementary Social Studies
The Value of Ideas: The Immersion Approach to the Development of Thinking
In this paper I examine three approaches to fostering higher level thinking in students: the stand-alone approach, in which thinking skills are taught separately from subject matter content; the embedding approach, in which these skills are explicitly taught in the context of subject matter content; and the immersion approach. Advocates of this third approach argue that it is counter-productive to devote too much attention to the explicit teachin…
Conversations With Self and Settings: A Framework for Thinking About Teacher Empowerment
A framework for thinking about teacher empowerment is presented. Two important dimensions are used as a basis for highlighting some important similarities and differences emerging in the literature on empowerment. The first relates to the context in which the process occurs; some educators highlight the importance of the personal context (i.e., conversations with self), while others assume more of an outward perspective in their thinking about em…
Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective
Teachers are viewed as important agents of change in the reform effort currently under way in education and thus are expected to play a key role in changing schools and classrooms. Paradoxically, however, teachers are also viewed as major obstacles to change because of their adherence to outmoded forms of instruction that emphasize factual and procedural knowledge at the expense of deeper levels of understanding. New constructivist approaches to …
The role of the teacher in reforming curriculum: Adaptation or reformulation
The Value of Ideas: Problems Versus Possibilities in Learning
The advantages of involving students in authentic problem-solving activity is one thing about which all contemporary learning theorists agree. Such an approach fits well with the strategy-based performance model advanced by information processors, the impasse or perturbation learning model advanced by cognitive constructivists, and the socially mediated apprenticeship model advanced by the cultural anthropologists. Despite its pedagogical popular…
Misreading Dewey: Reform, Projects, and the Language Game
Two serious misunderstandings of Dewey's pedagogical and philosophical views are discussed. The first, the erroneous assumption that Dewey favored an activity-oriented, child-centered approach to learning, relates to how Dewey thought about the role of experience in knowledge acquisition. The second misunderstanding relates to Dewey's stance on language. Viewing Dewey as an early supporter of the postmodernist linguistic turn in philosophy herald…
Philosophy of Science and Cognitive Models of Learning
Ideas and Their Objects: A Reply to Garrison
Total Quality Management meets whole language reform: A site for investigating administrators’ learning
A suitable correlation can be made to represent the simulated distillation of heavy oils starting from thennoaravimetric measurements. This method is applicable to hydrocarbons having an initial boiling point equal or greater than 200°C. The simulated thermogravimetric distillation fit was obtained from experiments with the standard compounds obtained from ASTM D-2887-83 (Boiling range distribution of petroleum fractions by gas chromatography). T…
Exploring policy and practice relations: A teaching and learning perspective
In this paper we examine relations between education policy and local practice. Situating our work within the literature on the local implementation of education policy, we develop a pedagogical perspective for understanding relations between policy and local practice. We argue that policy‐makers’ attempts to enact policy can be viewed as a form of teaching and that local educators can be seen as learners from policy. This pedagogical perspective…
Problematizing Dewey's Views of Problem Solving: A Reply to Hiebert et al
School Didactics and Learning . Michael Uljens
Psychology (31 works) · Mathematics education (20 works) · Sociology (19 works) · Computer Science (14 works) · Epistemology (13 works) · Education and Critical Thinking Development (11 works) · Philosophy (10 works) · Philosophy (9 works) · Social Psychology (9 works) · Pedagogy (8 works)