Gregory S Braswell
Biographic Data
| ID | 937560 |
|---|---|
| NAME | Gregory S Braswell |
| GIVEN NAMES | Gregory S |
| FAMILY NAME | Braswell |
| SIGNATURE | BRASWELL G S |
| AFFILIATIONS | Illinois State University |
| ORCID | 0000-0002-6641-4746 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Changes in ancient Egyptian mathematical artifacts from a cultural-historical activity theory perspective
The aim of the present article is to analyze changes in artifacts used for mathematics and for mathematics education in ancient Egypt using Vygotskian theory and cultural-historical activity theory (CHAT). Although CHAT often deemphasizes the historical evolution of artifacts, this evolution can be explained by contradictions within activity systems and between activity systems (such as schools and workplaces) and through the process of externali…
Varieties of socialization goals
This study examined diversity in the socialization goals of Palestinian mothers from different educational and socioeconomic backgrounds from the perspective of (Kagitçibasi, C. (1996). The autonomous-relational self. European Psychologist, 1(3), 180–186. Kagitçibasi, C. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36(4), 403–422 Kagitçibasi, C. (2012). Sociocultural…
Toward a Process-Centered Account of Literate Activity in the Classroom
This paper presents an approach to conceptualizing classroom activities that views teachers, students, and classroom objects as participating in continuous, cyclical processes of “reengaging” and “disengaging.” As an illustration, six episodes in a U.S. preschool classroom of a teacher, nine 4- to 5-year-olds, and a box (which held objects related to a featured letter of the week) were analyzed through a relational-process lens. The box, classroo…
Social learning in the digital age
Creation and Validation of an Observational Tool to Assess Children's Domain-General Skills at Museum Exhibits
Research on the skills children display in museums often focuses on specific domains of knowledge and ability. However, museum exhibits also may provide opportunities for children to practice domain-general skills such as collaboration, critical thinking, and confidence. This article describes the development of a 14-item observational tool (the Museum Exhibit Skills Inventory; MESI) that may be used to measure the extent to which children displa…
Preschool children’s participation in representational and non-representational activities
The present study examined representational and non-representational activities in which children in a Head Start classroom participated. This was an investigation from the perspective of cultural-historical activity theory of how components (e.g. artifacts and division of labour) of classroom activities vary across and within types of activities. Participants included a class of 21 ethnically diverse 4- and 5-year-olds and two teachers. Data col…
Variations in Children's and Adults’ Engagement With Museum Artifacts
Adult and child visitors (N = 33 groups) participated in a study of interactions with one another and with artifacts at a children's museum. The study focused on differences in types of engagement based on the exhibits in which the artifacts were embedded (a grocery store exhibit vs. a water table exhibit). Results from a series of partial correlations demonstrated that some types of engagement varied significantly by exhibit, age of child partic…
Sociocultural contexts for the early development of semiotic production
Children constantly encounter signs during cultural practices, although many theories do not fully acknowledge sociocultural aspects of semiotic development. The author examines research on cultural practices and contexts in which children learn to produce signs involving representational drawing and pretend play. This work is contrasted with more individualistic views of semiotic development that fail to adequately address sociocultural aspects …
No prominent works on this page.
Sociocultural contexts for the early development of semiotic production
Children constantly encounter signs during cultural practices, although many theories do not fully acknowledge sociocultural aspects of semiotic development. The author examines research on cultural practices and contexts in which children learn to produce signs involving representational drawing and pretend play. This work is contrasted with more individualistic views of semiotic development that fail to adequately address sociocultural aspects …
Variations in Children's and Adults’ Engagement With Museum Artifacts
Adult and child visitors (N = 33 groups) participated in a study of interactions with one another and with artifacts at a children's museum. The study focused on differences in types of engagement based on the exhibits in which the artifacts were embedded (a grocery store exhibit vs. a water table exhibit). Results from a series of partial correlations demonstrated that some types of engagement varied significantly by exhibit, age of child partic…
Creation and Validation of an Observational Tool to Assess Children's Domain-General Skills at Museum Exhibits
Research on the skills children display in museums often focuses on specific domains of knowledge and ability. However, museum exhibits also may provide opportunities for children to practice domain-general skills such as collaboration, critical thinking, and confidence. This article describes the development of a 14-item observational tool (the Museum Exhibit Skills Inventory; MESI) that may be used to measure the extent to which children displa…
Preschool children’s participation in representational and non-representational activities
The present study examined representational and non-representational activities in which children in a Head Start classroom participated. This was an investigation from the perspective of cultural-historical activity theory of how components (e.g. artifacts and division of labour) of classroom activities vary across and within types of activities. Participants included a class of 21 ethnically diverse 4- and 5-year-olds and two teachers. Data col…
Toward a Process-Centered Account of Literate Activity in the Classroom
This paper presents an approach to conceptualizing classroom activities that views teachers, students, and classroom objects as participating in continuous, cyclical processes of “reengaging” and “disengaging.” As an illustration, six episodes in a U.S. preschool classroom of a teacher, nine 4- to 5-year-olds, and a box (which held objects related to a featured letter of the week) were analyzed through a relational-process lens. The box, classroo…
Social learning in the digital age
Changes in ancient Egyptian mathematical artifacts from a cultural-historical activity theory perspective
The aim of the present article is to analyze changes in artifacts used for mathematics and for mathematics education in ancient Egypt using Vygotskian theory and cultural-historical activity theory (CHAT). Although CHAT often deemphasizes the historical evolution of artifacts, this evolution can be explained by contradictions within activity systems and between activity systems (such as schools and workplaces) and through the process of externali…
Varieties of socialization goals
This study examined diversity in the socialization goals of Palestinian mothers from different educational and socioeconomic backgrounds from the perspective of (Kagitçibasi, C. (1996). The autonomous-relational self. European Psychologist, 1(3), 180–186. Kagitçibasi, C. (2005). Autonomy and relatedness in cultural context: Implications for self and family. Journal of Cross-Cultural Psychology, 36(4), 403–422 Kagitçibasi, C. (2012). Sociocultural…
Psychology (7 works) · Developmental psychology (5 works) · Computer Science (3 works) · Epistemology (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Sociology (3 works) · Activity Theory (2 works) · Anthropology (2 works)