The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
The joint emergence of social identificational and academic learning
This book describes how social identification and academic learning can
deeply depend on each other, through a theoretical account of the two
processes and a detailed empirical analysis of how students' identities
emerged and how students learned curriculum in one classroom. The book
traces the identity development of two students across an academic year,
showing how they developed unexpected identities in substantial part
because curricular themes provided categories that teachers and students
used to identify them and showing how students learned about curricular
themes in part because the two students were socially identified in ways
that illuminated those themes. The book's distinctive contribution is to
demonstrate in detail how social identification and academic learning can
become deeply interdependent.