Sociocognitive apprenticeship: mediating practices and identities

Abstract

The learning sciences community has gleaned a good deal from research on traditional apprenticeships, and efforts to implement cognitive apprenticeships in schools. A hybrid model of is proposed, combining aspects of traditional and cognitive apprenticeships to aid culturally disadvantaged students to develop successful participation in and identification with professional communities of practice. The sociocognitive apprenticeship model is illustrated through results of a descriptive study of a community science and engineering program for teenage youth.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.