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Хардман Джоан

Хардман Джоан

PsyJournalsID: 3249

PhD, старший преподаватель психологии образования Университета г. Кейптаун, Кейптаун, ЮАР, Joanne.Hardman@uct.ac.za

Профессор психологии образования Университета г. Кейптаун, научный сотрудник Университета г. Бат, участник международных исследовательских проектов, проводимых совместно с Университетом г. Хельсинки.

Дата последнего обновления: 24.01.2016

Другие публикации автора

  1. Spencer-Smith, G. & Hardman, J. (2014). "The impact of computer and mathematics software usage on performance of school leavers in the Western Cape Province of South Africa: a comparative analysis." IJEDICT, 10 (1).
  2. Hardman, J., & Mpofu, E. (2013). Cultural-historical activity theory. In K. D. Keith (Ed.), The encyclopedia of cross-cultural psychology, Vol. I (pp. 338-341). Chichester, UK: Wiley.
  3. Hardman, J. (2012) Child and adolescent development in South Africa: A socio-cultural perspective. Hardman, J (Ed): Cape Town: Oxford University Press. Including the following chapters: Hardman, J. (2012) Basic Concepts in Developmental Psychology; Hardman, J. (2012) Theories of development; Soudien, C. & Hardman, J (2012). Children and violence in South Africa; Stroud, L, Hardman J, & Harrison, G (2012) Early Childhood development.
  4. Hardman, J. (2011) The developmental impact of communicative interaction . In Derek Hook, Bradley Franks and Martin Bauer (eds.) pp.25-45. Communication, Culture and Social Change: The Social Psychological Perspective. Palgrave: London
  5. (In press) Researching pedagogy in disadvantaged schools in South Africa: An Activity Theory approach. Critical Social Studies.
  6. Variation in semiotic mediation across different pedagogical contexts. Education as Change. 14(1): 91-106, 2010.
  7. Researching pedagogy: An activity theory approach. Journal of Education. 45:63-93, 2008
  8. Making sense of the meaning maker: tracking the object of activity in a computer-based mathematics lesson using activity theory International Journal of Education and Development using ICT, Vol. 3, no 4, 2007
  9. An Activity Theory approach to surfacing the pedagogical object in a primary school mathematics classroom Critical Social Studies, • No. 1 • 2007
  10. An exploratory case study of computer use in a primary school mathematics classroom: New technology, new pedagogy?  Perspectives in Education, Volume 23 (4), December 2005
  11. Activity theory as a potential framework for technology research in an unequal terrain  South African Journal of Higher Education 19 (2) 2005
  12. Activity Theory as a framework for understanding teachers' perceptions of computer usage at a primary school level in South Africa  South African Journal of Education 25 (4) 2005
  13. Towards a knowledge-sharing scaffolding environment based on learners’ questions  Dick Ng’ambi and Joanne Hardman British Journal of Educational Technology Vol 35 No 2 2004
  14. A questioning environment for scaffolding learners' questioning engagement with academic text: a university case study  J Hardman & D Ng'ambi South African Journal of Higher Education 17 (2) 2003