000			04234cam a2200481Ii 4500
001			9780367823542
003			FlBoTFG
005			20260210180843.0
006			m o d
007			cr cnu|||unuuu
008			210415s2021 nyu eob 001 0 eng d
040			_aOCoLC-P _beng _erda _epn _cOCoLC-P
020			_a9780367823542 _q(electronic bk.)
020			_a0367823543 _q(electronic bk.)
020			_a9781000348835 _q(electronic bk. : EPUB)
020			_a1000348830 _q(electronic bk. : EPUB)
020			_z9780367423254
020			_a9781000348774 _q(electronic bk. : PDF)
020			_a1000348776 _q(electronic bk. : PDF)
020			_z9780367709105
020			_a9781000348804 _q(electronic bk. : Mobipocket)
020			_a1000348806 _q(electronic bk. : Mobipocket)
035			_a(OCoLC)1246250280
035			_a(OCoLC-P)1246250280
050		4	_aLB1027.25
082	0	4	_a371.30952 _223
100	1		_aKatsuhiro, Yamazumi, _eauthor.
245	1	0	_aActivity theory and collaborative intervention in education : _bexpanding learning in Japanese schools and communities / _cKatsuhiro Yamazumi.
250			_aFirst edition.
264		1	_aNew York : _bRoutledge, Taylor & Francis Group, _c2021.
300			_a1 online resource (xx, 154 pages).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	0		_aRoutledge research in education
505	0		_aIntroduction: Activity theory and educational change in the age of world crisis -- Part 1. Activity theory and a new form of educational research -- Activity theory as a new framework for educational research -- Collaborative intervention in expansive learning: Agency and hybridity as basic principles -- Part 2. Children and teachers' agency in Japanese school contexts -- Fostering children's expansive learning in a Japanese elementary school -- Teachers as collaborative change agents in redesigning schools -- Part 3. Hybrid learning activity transforming schools and communities in Japan -- Hybrid educational innovation and expanding school activity: Beyond traditional school learning -- Emerging knotworking agency in community based disaster prevention learning -- Conclusions: From instructional control to collaborative intervention in education.
520			_a"By applying cultural-historical activity theory and expansive learning theory to educational research, this volume illuminates new forms of educational activities as collaborative interventions in schools and communities that create expansive learning so that learners and practitioners can collectively transform their activities and expand their agency for themselves. It covers four cases of activity-theoretical formative intervention studies conducted in Japan, which are related to: fostering children's expansive learning in classroom lessons; teachers as collaborative change agents in redesigning schools; expanding the school activity from bottom up; and emerging knot-working agency in community-based disaster prevention learning. This book employs activity theory as a general theoretical framework of human learning and development to connect focal data from empirical and interventional studies on real human learning in specific educational settings in Japan. In this way, the book illustrates how the general theoretical framework could be used to understand a specific socio-cultural milieu, that is, the Japanese context. It also shows the universal relevance of the Japanese context of educational activity on broader international research, analyzing concrete empirical data from specific settings in Japan. In conclusion this book creates new understanding and develops a cohesive framework of the agentic and hybrid nature of educational activities as collaborative interventions into the expansion of learning"-- _cProvided by publisher.
588			_aOCLC-licensed vendor bibliographic record.
650		0	_aActivity programs in education _zJapan.
650		0	_aEducational change _zJapan.
856	4	0	_3Taylor & Francis _uhttps://www.taylorfrancis.com/books/9780367823542
856	4	2	_3OCLC metadata license agreement _uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
999			_c92757 _d92756