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In Soviet Salvage, Catherine Walworth explores how artists on the margins of the Constructivist movement of the 1920s rejected \"elitist\" media and imagined a new world, knitting together avant-garde art, imperial castoffs, and everyday life. Applying anthropological models borrowed from Claude Lévi-Strauss, Walworth shows that his mythmaker typologies—the \"engineer\" and \"bricoleur\"—illustrate, respectively, the canonical Constructivists and artists on the movement's margins who deployed a wide range of clever make-do tactics. Walworth explores the relationships of Nadezhda Lamanova, Esfir Shub, and others with Constructivists such as Aleksei Gan, Varvara Stepanova, and Aleksandr Rodchenko. Together, the work of these artists reflected the chaotic and often contradictory zeitgeist of the decade from 1918 to 1929 and redefined the concept of mass production. Reappropriated fragments of a former enemy era provided a wide range of play and possibility for these artists, and the resulting propaganda porcelain, film, fashion, and architecture tell a broader story of the unique political and economic pressures felt by their makers. An engaging multidisciplinary study of objects and their makers during the Soviet Union's early years, this volume highlights a group of artists who hover like free radicals at the border of existing art-historical discussions of Constructivism and deepens our knowledge of Soviet art and material culture.

Digital learning environments are central to endeavors to design, develop, and deliver learning opportunities. While Learning Management Systems or LMS are often used in such initiatives, a number of other digital learning environments have been adopted. The notion of the learning environment is associated with the constructivist movement, as emphasis has moved from the individual to the context, to the place and space surrounding learning and instruction. This chapter examines four issues that are important to consider and recognize when designing, adopting, and evaluating learning environments. Organizational structures, the design of learning experiences, the degree to which learning environments are guided, and technology's lack of neutrality within the context of repurposed learning environments, are issues that designers and researchers face when engaging with digital learning environments. While these issues are significant, they are oftentimes hidden. Researchers need to further examine the daily realities of learning technologies practice.

The World Health Organization claims that mobility is vital to healthy ageing and is the best guarantee of older adults being able to cope and remain in their homes and communities. Mobility enables older adults to maintain their physical health, independence and participation in society. In general, mobility is examined objectively, from a quantitative perspective where mobility is measured as physical movement (e.g. physical activity) and/or travel behaviour (e.g. trips, modes and distances). The predominant focus on the functional aspects of mobility tends to overlook the subjective (e.g. perceptions, attitudes and motivations) and temporal dimensions of older adults’ mobility experiences. Using a constructivist grounded theory methodology, we conducted 24 in-depth interviews with six highly active community-dwelling older adults with low income, aged 65 or over, over a period of four years. Our analysis identified the following themes: maintaining a sense of self, being resourceful, openness to engagement, engaging in superficial contact, experiencing social capital, accessing transportation, leaving the immediate neighbourhood and facing affordability. Findings illustrate that intrapersonal factors, in addition to environmental (built, social and cultural) and temporal-level factors, play a crucial role in mobility. In the future, this gained knowledge can be incorporated into approaches to study the multiple interrelated factors and their interrelations that influence older adults’ mobility.

Most research has focused solely on understanding high school or college students’ mathematical creative thinking abilities while understanding younger students’ creative thinking in mathematics was ignored. These studies of older students have focused mainly on students’ creative products rather than creative processes. The authors of the present study investigated four young elementary school students’ creative processes through eye-tracking (ET) and stimulated recall interview (SRI) techniques while they engaged in multiple representations (MRs) of mathematical problems. Our qualitative case study revealed what phases four elementary school students’ creative processes in MRs involve and how they achieve original ideas. The results revealed that neither Wallas’ (1926) creative process of mathematicians nor Schindler and Lilienthal’s (2020) creative process of a high school student could fully explain the creative processes of four young elementary school students in the present study. The findings from the present study emphasize that four young students’ creative processes are difficult to predict as it is non-linear compared to professional mathematicians’ creative process, but young students’ creative processes can be demystified through ET and SRI techniques. The present study also emphasizes the importance of external factors (e.g., teachers, peers, environment) for the four elementary school students to get different perspectives to achieve creative ideas in mathematics.

Norms have never been absent from the study of international politics, but the sweeping “ideational turn” in the 1980s and 1990s brought them back as a central theoretical concern in the field. Much theorizing about norms has focused on how they create social structure, standards of appropriateness, and stability in international politics. Recent empirical research on norms, in contrast, has examined their role in creating political change, but change processes have been less well-theorized. We induce from this research a variety of theoretical arguments and testable hypotheses about the role of norms in political change. We argue that norms evolve in a three-stage “life cycle” of emergence, “norm cascades,” and internalization, and that each stage is governed by different motives, mechanisms, and behavioral logics. We also highlight the rational and strategic nature of many social construction processes and argue that theoretical progress will only be made by placing attention on the connections between norms and rationality rather than by opposing the two.

How and why did Canada end up with a Truth and Reconciliation Commission (TRC) rather than a judicially based public inquiry in response to Indian Residential Schools? Using a constructivist-interpretivist approach with interview research with twenty-three key actors, this article traces the path toward the Indian Residential Schools Settlement Agreement. It examines in particular the shift from calls for public inquiry to truth and reconciliation. In sourcing the idea of a TRC, it gauges the balance between transnational influences and home-grown elements and suggests that two different approaches to a truth commission were merged during the settlement negotiations. One approach, associated with the Assembly of First Nations, focuses on accountability and public record, and the other, associated with survivor and Protestant organizations, is more grassroots and community-focused. This article looks at hybridity and gaps in the TRC's design, suggesting that the two visions of a truth commission continue to exist in tension.

This paper examines rule-based learning and item-based learning in relation to a Swedish child's acquisition of verb second in main clauses. While rule-based accounts assert that young children have access to syntactic structure and acquire a rule of generalized verb second, item-based accounts claim that young children are reproducing frequent word combinations in the input. The paper provides new and important data from one Swedish child, concluding that the acquisition of verb second is the result of rule-based learning.

With the rise of standardization, Common Core, test‐based curricula, and low‐risk ways to meet educational goals, the current Global Education Reform Movement (GERM) has pushed schools and teachers toward traditionalist methods of teaching and learning. Adolescence is perhaps the most pivotal period of a child's life; in schooling; students are transitioning from concrete to abstract thinking. In the optimum constructivist classroom, the teacher serves as a guide and facilitator more than an information dispenser. Constructivism in twentieth‐century America stemmed from intellectuals in other countries as well. Jean Piaget, a Swiss biologist and psychologist, played a large role in constructivist theories, meeting with American educators several times. The goal of standardization was to achieve social equality through schooling – an effort Americans would see again 70 years later during the Civil Rights movement and the Elementary and Secondary Education Act (ESEA).

Nicholson and Kay describe the development and implementation of a culturally sensitive group intervention program based on the needs of Cambodian women. Acculturation to a bicultural, rather than to an assimilation position, was supported.

This work presents landmark research concerning the vital dynamics of childhood psychological development. It’s origin can be traced to the late 1970s, when several psychologists began to challenge existing notions of cognitive development by suggesting that such functioning is bound to specific contexts and that cognitive development is based on the mastery of culturally defined ways of speaking, thinking, and acting. About the same time, several translations were made available in this country of the seminal work of Vygotsky, the noted theoretician, offering a conceptual base on which these workers could build. This volume, with contributions from many of the scholars who pioneered this area and translated the work of Vygotsky, looks at the complex mechanisms by which children acquire the cultural and linguistic tools to carry out cognitive activities and explores the implications of this research for education. The book is organized around three main parts: Discourse and Learning in Classroom Practice, Interpersonal Relations in Formal and Informal Education, and The Sociocultural Institutions of Formal and Informal Education. An afterword by Jacqueline Goodnow suggests new directions for sociocultural research and education. The intended audience is composed of developmental, educational, and cognitive psychologists, along with advanced students in developmental and educational psychology.