"Video Research in the Learning Sciences "is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their own work, is to help usher in video scholarship and supportive technologies, and to mentor video scholars, so that video research will meet its maximum potential to contribute to the growing knowledge base about teaching and learning.

This volume contributes deeply to both to the science of learning through in-depth video studies of human interaction in learning environments-- whether classrooms or other contexts-- and to the uses of video for creating descriptive, explanatory, or expository accounts of learning and teaching. It is designed around four themes-- each with a cornerstone chapter that introduces and synthesizes the cluster of chapters related to it:
*Theoretical frameworks for video research;
*Video research on peer, family, and informal learning;
*Video research on classroom and teacher learning; and
*Video collaboratories and technological futures.

"Video Research in the Learning Sciences "is intended for researchers, university faculty, teacher educators, and graduate students in education, and for anyone interested in how knowledge is expanded using video-based technologies for inquiries about learning and teaching.

Visit the Web site affiliated with this book: http: //www.videoresearch.org

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting edge research on culture and learning to explore, in depth, the impact of a student s cultural background on their experience in a classroom. Traditionally, culture has been conceptualized in two distinct ways in educational settings: under the first model, culture is seen as an inherent marker of student identity, which either impedes or encourages educational success. In contrast, a second body of work envisions culture as a set of social practices, where the relation between culture and learning becomes highly theoretical, with research focused primarily on the role of social context in learning.

By placing these two models in dialogue, the editors of this volume synthesize contemporary research to elaborate a new vision of the cultural nature of learning, moving beyond summary to actually reshape the field such that studies of culture in the learning sciences and studies of equity of educational outcomes are joined.

Major topics addressed will include: language, tools, and mediation in learning; environments and settings of learning; methodological implications and innovations; and policy implications of a science of learning that places culture at its core. With the recent, increased focus on culture and equity within the educational research community more generally, this volume thus presents a sweeping, innovative treatment of what has become one of the field s most timely and relevant topics.
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Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting edge research on culture and learning to explore, in depth, the impact of a student s cultural background on their experience in a classroom. Traditionally, culture has been conceptualized in two distinct ways in educational settings: under the first model, culture is seen as an inherent marker of student identity, which either impedes or encourages educational success. In contrast, a second body of work envisions culture as a set of social practices, where the relation between culture and learning becomes highly theoretical, with research focused primarily on the role of social context in learning.

By placing these two models in dialogue, the editors of this volume synthesize contemporary research to elaborate a new vision of the cultural nature of learning, moving beyond summary to actually reshape the field such that studies of culture in the learning sciences and studies of equity of educational outcomes are joined.

Major topics addressed will include: language, tools, and mediation in learning; environments and settings of learning; methodological implications and innovations; and policy implications of a science of learning that places culture at its core. With the recent, increased focus on culture and equity within the educational research community more generally, this volume thus presents a sweeping, innovative treatment of what has become one of the field s most timely and relevant topics.
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