How Students Come to Be, Know, and Do
A Case for a Broad View of Learning

This book builds a theoretical argument for and a methodological approach to studying learning in a holistic way.

Leslie Rupert Herrenkohl (Author), Véronique Mertl (Author)

9781107479180, Cambridge University Press

Paperback / softback, published 1 January 2015

240 pages, 10 b/w illus. 2 tables
23 x 15.3 x 1.4 cm, 0.35 kg

"Herrenkohl and Mertl (both, Univ. of Washiogton) have written a book advocating a broader view of learning than contemporary schools reflect. For those who believe that educational accountability and its attendant focus on semantic learning have created a too focused kind of educational experience, How Students Come to Be, Know, and Do suggests an alternative model.... Herrenkohl and Mertl have a very detailed study of how students learn and how they learn differently. The conclusions are intended to address the problems of students who consistently underachieve.... Recommended...."
- D. E. Tanner, California State University, CHOICE

Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills.

Introduction
1. The context lens
2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I
3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II
4. Personal lens of analysis: individual learning trajectories
Conclusion.

Subject Areas: Educational psychology [JNC], Cognition & cognitive psychology [JMR]