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This book will introduce students to Vygotskian theories of teaching, learning, and development and show how that theory can be applied in current classrooms.

Vygotsky's work continues to be applied and studied in Teacher Education and Educational Psychology. In this book, his work is presented using authentic classroom vignettes and visuals. Meaningful language and various scholarly perspectives that help students access abstract ideas are used throughout.

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• Preface(p. xi)
• The Vygotskian Metaphor: Water(p. xi)
• Dialectics(p. xii)
• The Overriding Theme(p. xiii)
• Visually Vygotsky: A Road Map for Readers(p. xiii)
• What Is New about Vygotsky?(p. xiv)
• Introduction(p. xv)
• Remembering My Father(p. xv)
• Remembering Our Friend, by His Colleagues(p. xvi)
• Vygotsky and His Times(p. xvii)
• Historical Beginnings: A Brief Look at the Background of Vygotsky(p. xvii)
• Development of Consciousness: A Search for a New Psychology(p. xxi)
• Psychology to Pedagogy(p. xxii)
• Meeting Our Distant Mentor: Joan Meets Vygotsky(p. xxiii)
• Meeting Our Distant Mentor: Le Meets Vygotsky(p. xxvii)
• Conclusion(p. xxx)
• Part 1 Why Vygotsky?(p. 1)
• Why Do We Do What We Do?(p. 1)
• Thought at the Turn of the Century: 1900(p. 2)
• Thought at the Turn of the Century: 2000(p. 3)
• Evolution of Thought: 1900 to 2000(p. 4)
• Conclusion(p. 4)
• Endnote(p. 5)
• 1 Theorizing Theories and Thinking Thoughts(p. 7)
• Why We Juxtapose Theories and Theorists(p. 8)
• Finding Answers in a Historical Journey(p. 8)
• Multiple Perspectives to Multiple Learners(p. 9)
• Transmission Lens: Behaviorism/Positivism(p. 9)
• Generative Lens: Cognitive to Interactionist to Constructivist(p. 11)
• Transformative Lens: Social Constructionist(p. 12)
• Transforming Transformative: Critical Pedagogy(p. 13)
• Theory Is Practice: Example Lessons(p. 14)
• Journals: Reflections on Theory to Practice(p. 16)
• Classroom Application of Learning Theories(p. 17)
• Searching for a New Psychology(p. 21)
• Psychology to Pedagogy(p. 24)
• A Vygotskian Perspective on the Work of Piaget(p. 24)
• Vygotsky: Learning First, Then Development(p. 25)
• Vygotsky: Active Use of Language(p. 28)
• Major Points of Child Development: Vygotsky/Piaget(p. 30)
• Multiple Perspective for Multiple Realities(p. 35)
• Conclusion(p. 37)
• Endnotes(p. 38)
• Part 2 Three Principal Principles(p. 39)
• 2 Thought and Language(p. 41)
• Thinking about Words(p. 41)
• The Vygotskian Venn Diagram(p. 42)
• Expanding the Venn Diagram(p. 43)
• Cognitive Development and Language(p. 47)
• Autumn Leaves(p. 48)
• Unless It's Just a Language Thing(p. 50)
• Andrea and Art: More than Just a Language Thing(p. 51)
• Framework for Critical Praxis(p. 55)
• A Papi's Problem Posing(p. 56)
• Pat's Problem Solving(p. 57)
• Conclusion(p. 59)
• Endnote(p. 59)
• 3 Sociocultural Teaching and Learning(p. 60)
• Two Senses of the Term Social(p. 60)
• Socioculturally Learning and Developing(p. 62)
• A Puzzle of Learning(p. 63)
• Classrooms as Cultures(p. 64)
• The Puzzle of Pedro(p. 65)
• High-Stakes Testing(p. 68)
• Going to the Movies(p. 69)
• Sam: A Teaching Time Line(p. 71)
• The Sociocultural and Pedagogical Puzzle(p. 72)
• The Pedagogical and Political Puzzle(p. 73)
• Manuel: To Name, to Reflect Critically, to Act(p. 74)
• What Oscar Taught Retta(p. 76)
• Blame the Victim(p. 76)
• Structure for Success(p. 77)
• Retta and Success(p. 80)
• Library Mapping(p. 81)
• Conclusion(p. 83)
• Endnotes(p. 84)
• 4 The Zone of Proximal Development (ZPD)(p. 85)
• What is the Zone of Proximal Development?(p. 86)
• Visualizing the ZPD(p. 87)
• A Metaphor: A Hot Air Balloon Ride(p. 87)
• What Is Development?(p. 87)
• Interpersonal-Intrapersonal Communication(p. 91)
• Scientific and Spontaneous Concepts(p. 91)
• Spontaneous Concepts in the Community(p. 92)
• Scientific Concepts in the Schools(p. 93)
• The Integration of Spontaneous and Scientific Concepts(p. 93)
• Performance before Competence(p. 95)
• Learning Leads Development(p. 96)
• What Are Funds of Knowledge?(p. 97)
• Models of Parental Involvement(p. 100)
• Expanding the ZPD in Schools(p. 102)
• The Peace Patrol(p. 103)
• Mumbo-Jumbo Theory(p. 104)
• More ZPD in the Classroom(p. 107)
• Who Really Is the More Capable Peer?(p. 109)
• Cognitively Slipping in the Zone(p. 110)
• Safety within the ZPD(p. 110)
• Regression within the ZPD(p. 111)
• Children at Play(p. 112)
• Performances of Knowing(p. 114)
• Assessment and ZPD(p. 114)
• Conclusion(p. 115)
• Endnotes(p. 116)
• Part 3 A Construction of Community(p. 117)
• Faltis's Framework(p. 117)
• Endnote(p. 121)
• 5 Intersubjectivity, Intertextuality, Intercontextuality, and Consequential Progressions(p. 123)
• A Cognitive Coathook: Missing the Plane for New York(p. 124)
• Demonstrating Complex Constructs(p. 125)
• Social: Two Senses of Meaning(p. 126)
• Theory Is Practice: Amy, Le, and Jo(p. 127)
• A Metaphor: A Hall of Mirrors(p. 127)
• InterS: Intersubjectivity(p. 128)
• Theory Is Practice: Amy, Le, and Jo(p. 128)
• What Happens When People Talk?(p. 128)
• What Can Happen When Students and Teachers Talk(p. 130)
• Into the Classroom with the Watermelon Investigation(p. 130)
• InterS [congruent with] InterT + InterC(p. 132)
• InterT: Intertextuality(p. 132)
• Theory Is Practice: Amy, Le, and Jo(p. 133)
• InterC: Intercontextuality(p. 134)
• Theory Is Practice: Amy, Le, and Jo(p. 134)
• Consequential Progressions(p. 135)
• Theory Is Practice: Amy, Le, and Jo(p. 135)
• Text is Talk; Talk is Text(p. 136)
• Talk as It Relates to Consequential Progressions(p. 136)
• Theory Is Practice: Amy, Le, and Jo(p. 137)
• The Bill of Rights and Responsibilities(p. 137)
• Implications for Pull-Out Programs(p. 142)
• Conclusion(p. 144)
• 6 Beyond Vygotsky(p. 147)
• A Definition of Terms Used(p. 148)
• Related Terms(p. 154)
• Conclusion(p. 154)
• Endnote(p. 155)
• 7 Mentoring: Vygotsky's Vision Extended(p. 156)
• Cultural Competency for Transformative Education(p. 157)
• Gallavan Cultural Competencies Model(p. 158)
• Information, Access, and Opportunity(p. 159)
• Potential Sources and Consequential Outcomes(p. 159)
• Serendipitous Meeting of Minds: LeAnn Reflects(p. 160)
• LeAnn's Journal Reflection Continues(p. 163)
• Years Later: The Mentoring Continues(p. 164)
• New Directions: Our Mentoring Grows and Changes(p. 166)
• Summary(p. 166)
• References(p. 169)
• Index(p. 175)