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Vygotsky's Legacy: A Foundation for Research and Practice
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Vygotsky's Legacy: A Foundation for Research and Practice

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Gredler (educational psychology and research, U. of South Carolina) and Shields (education, Winthrop U.) present an overview of the work of Lev Vygotsky, in particular his theory of cognitive development. Their aim is to detail Vygotsky's thinking and detail both his process orientation and the logical coherence of his ideas and discuss the implications for current educational research and practice. The sociohistorical background behind his ideas is detailed first, followed by his views on research and his research method, discussion of the role of cultural signs and symbols, and the outcomes of cognitive development and the role of education. The second part covers speech and thinking, while the third describes his view of the structure and dynamics of human development. Finally, themes in his work are discussed, as well as their implications for society, which are also detailed in each chapter. Examples are incorporated throughout. The volume is meant for researchers and for use in courses on the principles of educational psychology, cognition and learning, and learning theories. Annotation c2007 Book News, Inc., Portland, OR (booknews.com)

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Margaret E. Gredler, PhD, is Professor of Educational Psychology and Research at the University of South Carolina. Dr. Gredler’s articles and presented papers address applications of learning theory and self-directed learning. Learning and Instruction: Theory into Practice, her book on learning theories and related instructional strategies, is in its fifth edition.

Carolyn Claytor Shields, PhD, is Associate Professor in the Richard W. Riley College of Education at Winthrop University in Rock Hill, South Carolina. Dr. Shields teaches courses at the undergraduate and graduate levels in educational psychology, human growth and development, and research. Her research interests include learning theories and their educational applications and methods for developing conceptual thinking.

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